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LIBRARY OF CONGRESS. 



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DNITEB STATES OF AMERICA. 



DEC 1 1886 



SCHOOLROOM 



Games and Exercises. 



COMPILED AND WRITTEN BY 



ELIZABETH G. BAINBRIDGE. 



V 



V 



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CHICAGO : 

THE INTERSTATE PUBLISHING COMPANY. 
BOSTON: 30 FRANKLIN STREET. 






Copyright 1886, by 
THE INTERSTATE PUBLISHING COMPANY. 



rRESS OF HENRY H. CLARK A CO., BOSTON. 




INTRODUCTION 



It is believed that teachers will welcome such a collection of 
exercises as is here offered for schoolroom recreations. Children 
do not go to school to learn games, but a game may help them 
to some valuable acquirement. The occasional introduction of 
such exercises as are suggested here will relieve the monotony 
of the schoolroom, will rest the pupils, brighten their wits, con- 
centrate their attention, and give them a fresh impetus for more 
serious work. The games can be used sometimes in opening 
exercises, or for " busy work " between recitations, or occasionally 
in place of a recess. In district schools where children living far 
from the schoolhouse bring their lunches, these plays will make 
the noon-hour pass quickly and pleasantly. We commend the 
book to the home-circle also, as offering many interesting in- 
tellectual games. The collection has been gathered from various 
sources, and it is impossible to give proper credit in all cases. 
The compiler can only acknowledge her indebtedness to numerous 
educational journals and other periodicals which have furnished 
valuable suggestions. 



INDEX. 



GEOGRAPHY AND HISTORY HELPS. 

Page 

Capping Names 9 

Piece-work 9 

Alphabetical Game 10 

Presidents of the United States 11 

Post-Offices 11 

Descriptions 1^ 

Game of Twenty Questions 12 

Facts ^^ 

Historical Pictures 1^ 

Review 1" 

Sovereigns of England 1' 

Characters 



18 



Sobriquets of the States and their Inhabitants ... 18 



SPELLING AND COMPOSITION HELPS. 

Word-making 20 

List of Words 20 

Answers 22 

Substitution 22 

Transpositions 23 

Anagrams 24 

Skeletons 25 

Drop-Letter Puzzles 26 

Grouping Words 27 

Dictionary-making 27 

Verbarium, or Word-hunting 27 

5 



6 INDEX. 

Page 

Selection 28 

Cupid's Coming 28 

Building Great Names 29 

Initials 32 

Alliteration 33 

Sentence-making 33 

EiCTiON 33 

Or What are You Thinking 1 34 

Throwing a Light 35 

Crambo 37 

Cento Verses 38 

Ehyming Game 39 

Capping Verses 39 

Vowels 40 

Adjectives 41 

Contrasts 41 

Synonyms and Paraphrasing 42 

Arms of the States 4C 

Personal Description 46 

Picture Exercise 46 

What is Your Thought Like ? 47 

What did You See"? 48 

Who and Where ? 49 

What Would You Like to Be ? 49 

Follow Your Leader 50 

Acrostics and Enigmas 51 

Word-Squares and Diamond Puzzles 52 

Proof-reading 52 

Gem-Learning 53 

Teaching the News of the Day 54 

School Post-Offices 55 

Spelling and Pronunciation Tests 50 

Sound vs. Sense 00 

To Miss Katharine Jay 60 

Suggestive Questions 62 

Sounds 63 

Exercises in Articulation 63 



INDEX. 



FOR THE ARITHMETIC CLASS. 

Page 

The Number Nine 64 

A Curiosity of Numbers 65 

Casting out Nines 66 

Arithmetical Complements 68 

Adding Match 68 

Draw Game 69 

Jack-Straws 70 

Counting 70 

Combination 70 

Buzz 71 

To Tell a Number Thought Of 71 

Finding the King 73 

Magic Squares 74 

Exact Divisors 77 

Drill 79 

Algebraic Paradox 80 



FOR SPECIAL HOURS AND DAYS. 

Morning Exercises 81 

Friday Afternoon Exercises 82 

Memorial Days 83 

Arbor Day 84 



CALISTHENICS. 

Chest Exercise 86 

Elbow Exercise , . 87 

Shoulder Exercise 87 

Arm and Hand Exercise 88 

Hand and Neck Exercise 89 

Trunk and Waist Exercise 89 



INDEX. 



m 



PUZZLES AND PROBLEMS. 

Page 

Character Hints 90 

Historical Anecdote 92 

Ellipses (British Authors) 94 

Puzzle Story 94 

Geography Stories 96 

An Unfortunate Bridal Tour in (Islands in the Pacific Ocean), 96 

A (River in Idaho) Story 98 

The Naughty (Islands in New York State) .... 99 

An (Island in the East Indies) Story .... 101 

Missing Mountains 103 

Names of Mountains 104 

Names of Rivers 105 

Names of Towns 105 

Acrostics 106 

Shakespearean Initials 108 

Numerical Enigmas 109 

Cross- Word Enigmas 115 

Hidden Names 117 

States and Territories 117 

Cities, Etc 118 

Twelve Capes of the United States 119 

Ten Rivers Spelled Backwards 119 

Scattered Towns 119 

Rebus 120 

Bishop of Oxford's Puzzle 120 

Sentence Enigma 121 

For the Latin Class 122 

Conundrums 122 

Miscellaneous Problems 123 • 

Key 127 



Geography md History Helps. 



-*- 



CAPPING NAMES. 

This game is played by each scliolar in order naming 
some place or person, each to begin with the final letter 
of the one previously given. Starting with London, the 
next might be Newport, the next Troy, and so on. This 
game may give choice of geographical names generally, or 
be limited to names of cities, historical characters, etc. 
When used as a geography exercise, it is well to have the 
places located ; and in the history class dates and brief 
descriptions may be given ; as, Alexander, king of Greece, 
fourth century B. C. ; Raphael, one of the " old masters," 
lived in Italy ; Longfellow, American poet, nineteenth 
century ; Washington, " the father of his country." 



PIECE-WORK. 

Two pupils choose sides. No. 1 names a city, county, 
or river previously studied by the class, about which No. 1 
of the opposite side must state a fact, No. 2 another, and 
so on down the line. The head scholar who has already 



10 SCHOOLROOM GAMES AND EXERCISES. 

recited then proposes a city for the other side, which is 
taken in the same manner. If any one hesitates he 
returns to his seat. If the sentences do not hold out 
the length of the line, and any one below the last who 
recites thinks of another acceptable sentence, the inter- 
vening scholars take their seats. If those left in line can 
think of nothing further, and one on the opposite side 
recites a fact which the entire class is supposed to know, 
the remainder of the line pass to their seats ; but if this 
does not occur, a new city is given. If thought best, some 
scholar may sum up the facts after they have been sep- 
arately given. 

A teacher says : — 

" I find that the brightest pupils leave the text-book descriptions 
to the duller ones, and obtain their sentences from encyclopsedias or 
other outside sources, which makes it oftentimes a very interesting 
exercise to me as well as to them." 

ALPHABETICAL GAME. 

The company is divided by choosing sides. The leader 
begins by naming a place beginning with the letter A, and 
then slowly counts up to ten. If some one on the oppo- 
site side during this time can give some geographical name 
beginning with the same letter he does so, and in turn 
counts ten, giving the other side a chance to name a place. 
This goes on back and forth until there is a failure to give 
a place during the counting. The side which last gave a 
name is awarded a credit, and the game is begun anew 
with the letter B. All the letters of the alphabet are 
thus taken, and the side which has the largest number of 
credits Avins. 



GEOGRAPHY AND HISTORY HELPS. 11 



PRESIDENTS OP THE UNITED STATES. 

First Washington, Adams, with Jefferson reckoned; 
Next Madison, Monroe, then Adams the second. 
Andrew Jackson came next, of New Orleans fame; 
Van Buren and Harrison, and Tyler next came. 
Then Polk, and then Taylor, then Fillmore and Pierce, 
Then Buchanan, then Lincoln, with war's dreadful curse; 
Then Johnson and Grant, and Hayes we claim. 
And Garfield and Arthur, and Cleveland we name. 

POST-OFFICES. 

A PLEASANT social game or school exercise is the fol- 
lowing: it is best x^layed by dividing the company into 
two parts, leaders being appointed who choose their sides. 
Some letter is selected, and all are required to write as 
many names of cities or towns beginning with that letter 
as they can within a given time. When the time is up 
one of the leaders reads his list, and if any one on the 
other side has the duplicate of a name read the reader 
crosses it out, as do all who have it on their lists, and 
it does not count in the final reckoning. Then the other 
leader reads his list, crossing out all words that are du- 
plicated on the opposite side. The lists are then read 
alternately from side to side in the same manner, each 
player retaining on his list only those words which are 
not duplicated on the other side, or which have not been 
given by others on his side. The leaders keep count of 
these words, and the side which has the most words wins 
the game. 



12 SCHOOLROOM GAMES AND EXERCISES. 



DESCRIPTIONS. 

A SIMILAR exercise, but one requiring more careful 
study and preparation, is to have one pupil describe a city 
for the others to name. He would proceed something like 
this : — 

" I know a city on a large river in one of the Southern States. If 
you were there you would see many ships and boats lying on the 
river; and a great number of bales of cotton piled on the wharves 
and near the river. You might see some hogsheads of sugar and 
molasses, too, and perhaps hear some of the people talking French." 

By this time some one recognizes New Orleans, and in 
his turn is ready with this description of Saratoga : — 

" I am thinking of a place in one of the Middle States. It is 
an inland town, and was the scene of one of the most important 
battles of the Kevolution. It is now a fashionable watering-place." 

It is a good plan to write the names of several places on 
slips of paper and distribute them to the class a day or two 
before such an exercise as this. Having time to question 
their friends, to consult cyclopaedias, histories, etc., the 
children will bring many interesting facts, and in their 
eagerness to find some clew to the names they will give 
good attention to the descriptions. 



GAME OF TWENTY QUESTIONS. 

In this game the leader selects some object, place, or 
person, and the others are to find out what it is by ques- 
tioning him about the subject of his thought. It is best to 
ask questions that may be answered by yes or no, but the 



GEOGRAPHY AND HISTORY HELPS. 13 

leader may use lier discretion in giving more extended 
replies. 

For instance, the teacher says, " I have thought of some- 
thing in the schoolroom." The j)l^y6rs are not allowed 
to ask at random, " Is it a desk ? Is it a book ? Is it 
Tommy Jones ? " but must draw out a description that will 
give them a clew. A good question to start. off with is: 

" Does it belong to the animal, vegetable, or mineral kingdom ? " 

"To the mineral kingdom," is the answer. 

" Is it found in every schoolroom ? " " It ought to be." 

" Is it used anywhere else "? " " Sometimes." 

" Is there more than one in the room ? " " Yes." 

" Is it used by teachers or scholars ? " " By both.'* 

" Do we put it in our desks "? " " No." 

" Can we see it from our seats ? " " Yes." 

" Is it the blackboard ? " " Yes." 

Or questions may follow a different plan. 

Illustration : 

"I think of something." 

" To what kingdom does it belong ? " " The animal." 
" Is it an animal, part of an animal, or the product of an animal ? " 
" Part of an animal." 

" Is it natural or manufactured ? " " Manufactured." 
" Useful or ornamental ? " " Very useful." 
" Used by ladies or gentlemen 1 " "Both." 
" What color '^ " " Usually white." 

" Size '? " " It is about six inches in length, and about as large 
around as my finger." " Is it a tooth-brush ? " " Yes." 

Again, take some city or well-known town for a subject. 
The Geography class will enjoy this game ; you begin : 

"I have thought of a place in the United States." 
" Is it east or west of the Mississippi 1 " " East." 



14 SCHOOLROOM GAMES AND EXERCISES. 

" Is it a seaport ? " " No." 
" Is it the capital of a State ? " " No." 

" Is it a college town ? " " No, but it is famous for its culture 
and its literary celebrities." 
" Is it noted in history ? " " Yes." 
" Is it Concord ? " " Yes." 

Another time select some historical or literary char- 
acter. 

"I have thought of a person." 

" Is it a man or a woman 1" "A woman." 

" Is she living or dead ? " " She is dead." 

" Did she live on this continent ? " " No, in Europe." 

" Was she a ruler or the wife of a ruler ^ " " No, but she had 
great political influence." 

" Was she an author ? " " No." 

"Was she a famous wit or beauty?" "No." 

" Was she of noble birth 1 " " No ; she was of humble origin, but 
had much to do with royalty." 

" Was she held in much honor ? " " She was at one time very 
popular, but was finally put to death." 

" Was it Joan of Arc ? " " Yes." 

FACTS. 

Assign the different States among the members of your 
class, or ask each pupil to select some State, and as his 
name is called let him give some interesting fact in its 
past history or present condition ; as. 

New York is called the Empire State, because it holds 
the first rank in wealth, population, and commercial im- 
portance. 

Michigan consists of two peninsulas. A great deal of 
lumber is obtained from this State. 

Louisiana; a world's fair was held in New Orleans in 
1885. 



GEOGRAPHY AND HISTORY HELPS. 15 



HISTORICAL PICTURES. 

As a review exercise in a History class pupils may be 
required to bring in a written description of some person 
or event which they may select, leaving the subject to be 
found out by the other pupils when the exercises are read. 
A skillful teacher may also use these pictures with good 
effect in bringing historical scenes vividly before her pu- 
pils. The following are illustrations : 

1. On a plain stand two armies, only waiting for the 
signal to commence fighting, when an old man comes be- 
tween them and proposes that instead of a battle it shall be 
a single combat. Three men are chosen out of each army. 
Two of the three are killed, but the third, in feigning 
flight, cleverly kills his three opponents. 

2. A venerable man, dressed in a costume of ancient 
times, holds in his hand a bowl of some liquid which he is 
about to drink. As he raises the bowl to his lips a smile 
lights up his face ; but the persons gathered about him are 
shedding tears. 

3. A man, moved by some deep feeling, is leaning upon 
a cross-bow, while a boy runs to him holding an apple cut 
in pieces as if an arrow had passed through it. 

4. A glade in the forest. Natives of the land are gath- 
ered about a group of three persons; one of these kneels, 
his hands bound ; another is in the act of throwing her- 
self upon him ; the third has swung up above the two a 
heavy club, which is about to fall. 



16 SCHOOLROOM GAMES AND EXERCISES. 

5. A king of ancient times, unable to untie a very com- 
plicated knot, cut it tlirougli with a blow of his sword. 
This he did that he might fulfil a certain prophecy. 

6. The scene is a park, before a large and magnificent 
palace. Standing about it are many courtiers, and amongst 
them is their king. They are all looking anxiously at a 
noble and spirited horse, who is prancing about in the 
midst of the assembly, and who will not allow any one to 
mount him. All at once a youth springs forward, and, 
taking the bridle, caresses the horse and endeavors to 
quiet him ; then, taking off a kind of cloak which he is 
wearing, he springs lightly on his back, and in a little time 
the animal flies across the plains at the top of his speed, 
to the pleasure and admiration of the spectators. Then, 
having satisfied himself with running, he returns to the 
assembly, who load the youth with praise, and congratulate 
him on his good success. 

1. The fight between the Horatii and the Curiatii. 

2. Socrates drinking the fatal hemlock. 

3. William Tell, after shooting the apple from his son's 
head. 

4. Pocahontas saving John Smith. 

5. Alexander cutting the Gordian knot. 

6. Alexander mounting Bucephalus. 

RBVIEW^. 

As a review exercise, let one of the pupils stand in front 
of the class, and the others in turn ask her questions. In 
case of failure, the one who has asked the last question is 
to exchange places with the pupil on the floor. 



GEOGRAPHY AND HISTORY HELPS. 17 



SOVEREIGNS OP ENGLAND. 

First William the Norman, 

Then William his son ; 
Henry, Stephen, and Henry, 

Then Eichard and John ; 
Next Henry the Third; 

Edwards One, Two, and Three; 
And again, after Richard, 

Three Henries we see. 
Two Edwards, Third Richard, 

If rightly I guess ; 
Two Henries, Sixth Edward, 

Queen Mary, Queen Bess, 
Then Jamie, the Scotchman, 

And Charles, whom they slew; 
And again, after Cromwell, 

Another Charles too. 
After Jamie the Second 

Ascended the throne, 
Good William and Mary 

Together came on ; 
Then Anne, Georges foui. 

And Fourth William all past, 
God sent us Victoria, 

May she long be the last ! 



18 



SCHOOLROOM GAMES AND EXERCISES. 



CHARACTERS. 

In this game each player in turn is required to name 
some person in history or fiction whose name begins with 
A. In the next round each one takes the initial B, and so 
through the alphabet. Those who came last in each round 
will, of course, have the hardest work ; so it is well to 
begin first at one end of the line, and then at the other. 



SOBRIQUETS OP THE STATES AND THEIR 
INHABITANTS. 



Maine 



New Hampshire 

Vermont . . . 

Massachusetts 
Khode Island . 

Connecticut 

New York . . 
New Jersey 
Pennsylvania . 

Delaware . . 

Maryland . . 

Virginia . . . 



r Pole Star State 
} Dirigo State . 
[_ Pine Tree State 

Granite State . 



Green Mountain State ] 
New Hampshire Grants i 
Old Bay State . . . 
Little Rhody . . . ] 
Sister Rhody ... j 
Nutmeg State ... I 
Land of Steady Habits 

j Blue Law State . . 

I Freestone State . . 
Empire State . . . , 
Camden and Amboy . 
Keystone State . . . 
Blue Hen State . . 
Diamond State . . 
Old Line State . . . 
Old Dominion . . 'j 
Mother of States . . V 
Mother of Presidents J 



Doivn Easters. 

White Mountain Boys. 
Granite Boys. 

Green Mountain Boys. 

Bay Staters. 

Gun Flints. 



Nutmegs. 

Knickerbockers. 
Clam Catchers. 
Bucktails. 

Blue TTeu'ii Chickens. 

Clam Thumpers. 

Beagles. 



GEOGRAPHY AND HISTORY HELPS. 



19 



West Virginia 


Loyal Highlands 


. Snake Diggers 


r Old North State 
North Carolina . | .^^^^^^^^^ g,^,, . 


[ Tar Boilers. 


South Carolina . Palmetto State . . 


. Weasels. 


Georgia . . . 


Cracker State . , . 


( Buzzards. 
\ Crackers. 


Florida . . . 


r Gulf State .... 
1 Peninsula State . . 


> Fly-wp-the-creeks. 


Alabama . . . 





Lizards. 


Mississippi . 


( Bayou State . . . 
( Mudcat State . . . 


) Tadjjoles. 
) Mudcats. 




( Pelican State . . . 
1 Creole State . . . 


) Pelicans. 
) Creoles. 


Louisiana 


Texas . . ^ 


Lone Star State . . 


Beef-heads. 


Kentucky . 


f Corn Cracker State . 
1 Blue Grass State . . 


I Corn Crackers. 


Ohio . . . 


Buckeye State . . 


. Buckeyes. 


Indiana . . 


f Hoosier State . . . 
1 Hoosierdom . . . 


> Hoosiers. 


Illinois . . 


( Sucker State . . . 
1 Prairie State . . . 


> Suckers. 


Michigan 


f Wolverine State . . 
[ Lake State .... 


> Wolverines. 


Wisconsin 


. . Badger State . . . 


. Badgers. 


Minnesota . 


. . Gopher State . . . 


. Gophers. 


Iowa . . . 


. . Hawkeye State . . 


, Hawkeyes. 


Missouri . . 


f Bullion State . . . 
\ Iron State .... 


i Bullions. 


Arkansas 


. . Bear State .... 


1 Bears. 

1 Toothpickers. 


Kansas . . 


. . Garden of the West . 


. Jayhawkers. 


Nebraska 


. . Black Water State . 


. Bug Eatei's. 


Oregon . . 




. Hard Cases. 


California . 


. . Golden State . . . 


. Gold Hunters. 


Nevada . . 


. . Silver State . . . 


. Sage Hens. 


Colorado . . 


. , Centennial State . . 


. Centennials. 



Spelling md Composition Helps. 



WORD -MAKING. 

Transpositions, anagrams, drop-letter puzzles, et^., might 
come under this head. In the game distinctively called by 
this name all the letters of the alphabet are printed several 
times on bits of cardboard, and these are placed, face down- 
ward, within reach of the players. Each one in turn draws 
a letter and places it in sight in the "pool." If he can form 
a word from any of the letters in the pool he does so, or if 
he can make a new word by combining one of these letters 
with a word already obtained by some one else, he adds 
this to his list. For instance, if a person has the word 
"tear," another may take it from him by adding the let- 
ter g, making "great." It is not allowable to use proper 
names, to form -plurals by adding s, or participles by affix- 
ing d. The following exercise, which appeared in one of 
our young people's magazines, will furnish excellent prac- 
tice. In each case the letter given is to be combined with 
one of the words of the list to form a new word. 

LIST OF WORDS. 

1. Curate, if, cow, roiling, he, boot. Letter A. 

2. Waiter, bring, when, glad, lyre, much. Letter B. 

3. Ean, sand, bat, of, dream, land, bishop. Letter C. 

20 



SPELLING AND COMPOSITION HELPS. 21 

4. Back, crowclj deacon, furnace, field, plough, safety. 
Letter D. 

5. Settle, smother, pie, my, is, grade, wagon. Letter E. 

6. Leaf, leader, eke, site, terrace, butter. Letter F. 

7. Bee, tone, large, play, see, peculiar, sweet, law. Let- 
ter G. 

8. Bounty, many, fie, dray, stray, thirdly. Letter H. 

9. Mine, tribute, eve, fry, commerce, horse, cat, meed. 
Letter /. 

10. Currant, diet, stole, parcel, debt, fortune, sour. Let- 
ter J. 

11. Off, theatre, whole, fur, fair, mantle, grief, moon, 
noble. Letter K. 

12. Gig, bold, curd, theme, button, mongrel. Letter L. 

13. Fool, crown, their, tool, no, virtue. Letter M. 

14. Gold, man, hymn, teeth, little, oars. Letter JSf. 

15. Bonnet, glove, it, stream, park, preachers. Letter 0. 

16. Brindle, tenement, roan, brown, names, dentist. Let- 
ter P. 

17. True, blue, surely, purest, suit, suspense, tincture. 
Letter Q. 

18. Grindstone, obit, iota, go, judge, nectar, candor. 
Letter R. 

19. Stone, round, sharks, enough, heat, there, reasons. 
Letter S. 

20. Loan, vow, wages, jute, tooth, enemy, totality. Let- 
ter r. 

21. Pipes, guns, building, between, ogre. Letter U. 

22. Struts, truce, voice, tin, mug, perpetrate, adder. 
Letter V. 

23. Haste, modest, maiden, temperate, persecute, accuse. 
Letter W. 



22 



SCHOOLROOM GAMES AND EXERCISES. 



24. Tent, value, nothing, inn, malice, courtesy, oval, 
yeast. Letter X. 

25. Bad, foe, smooth, mutter, want, future, remark. 
Letter Y. 

26. Dreary, polar, bears, mere, shocking, occult. Let- 
ter Z. 









ANSWERS. 




1. 


Boot — 


- taboo. 


14. 


Oars — 


- arson. 


2. 


Lyre — 


- beryl. 


15. 


Stream 


— roamest. 


3. 


Land — 


- ducal. 


16. 


Eoan- 


- apron. 


4. 


Field - 


-Mdle. 


17. 


Suit — 


quits. 


5. 


Grade - 


— agreed. 


18. 


Iota — 


ratio. 


6. 


Leader 


— federal. 


19. 


Stone - 


— onsets. 


7. 


Large - 


-gargle. 


20. 


Loan — 


- talon. 


8. 


Dray — 


- hydra. 


21. 


Ogre- 


- rogue. 


9. 


Horse - 


— hosier. 


22. 


Truce - 


— curvet. 


10. 


Stole - 


-jostle. 


23. 


Haste - 


— swathe. 


11. 


Fair— 


fakir. 


24. 


Malice 


— exclaim. 


12. 


Theme 


— helmet. 


25. 


Want- 


— tawny. 


13. 


Their - 


- hermit. 


26. 


Bears - 


— zebras. 



SUBSTITUTION. 

This game affords a good spelling exercise, and may in- 
crease one's vocabulary. Two words are given of an equal 
number of letters, and the problem is to change one to the 
other by altering one letter at a time of the first so as 
to make a legitimate English word, continuing the alter- 
ations until the desired result is attained, and accomplish- 
ing this with tlie smallest number of changes. Only one 
letter may be altered to form each new word, and none but 



SPELLING AND COMPOSITION HELPS. 23 

words which can be found in the English dictionary may 
be used. 

The following are examples of the changes : 

Dog to Cat. — Dog, dot, cot, cat. 

Girl to Neat. — Girl, girt, dirt, dart, mart, malt, melt, 
meat, neat. 

Flour to Bread. — Flour, floor, flood, blood, brood, broad, 
bread. 

TRANSPOSITIONS. 

You can keep a whole class busy and interested by this 
exercise. Let each pupil write the transposed letters of the 
name of some place or person, with an explanation of local- 
ity, circumstances, etc., and pass it to his neighbor to de- 
cipher. If thought best, the names may be confined to 
some particular class, as the cities of the United States, the 
rivers of Europe, etc. A few illustrations will show how 
puzzling these transposed words look. 

Hrletu. — A noted reformer of Europe, born in the fif- 
teenth century. 

Ahlerpa. — A celebrated painter. 

Aaagrots. — One of the most important battles of the 
Eevolutionary War. 

Etcrrsoeh. — A city of New York State. 

Wlnooflegl. — One of the best known poets of modern 
times. 

Snehat. — A famous city. 

Srtleu. — Make five words, each one composed of these 
letters. 

Solutions. — 1. Luther. 2. Raphael. 3. Saratoga. 4. Rochester. 
5. Longfellow. 6. Athens. 7. Result, ulster, sutler, rustle, lustre. 



24 SCHOOLROOM GAMES AND EXERCISES. 



ANAGRAMS. 

Anagrams are formed by transposing tlie letters of a 
given subject to form a new word or words. The best ones 
are those which in some way describe or suggest the origi- 
nal subject. Long ago anagram-making was a very fash- 
ionable amusement, and the superstitious used to see a 
prophetic meaning in the transposed rendering of a name. 
The followers of Charles James Stuart, the Pretender, 
found encouragement in these two anagrams : 

James Stuart, 

A just master. 

Charles James Stuart, 

He asserts a true claim. 

It is true, good anagrams are difficult to make, but we 
cannot estimate the possibilities of this kind of transposi- 
tion. We give a few examples for the encouragement of 
those who have the patience to undertake it. Some single 
words furnish a^^t anagrams : Old England, Golden Land ; 
astronomers, moon-starers, no more stars; parishioners, I 
hire parsons ; lawyers, sly ware ; telegraph, great help ; 
catalogues, got as a clue ; ISTapoleon Bonaparte, No, appear 
not at Elba ; Presbyterians, best in prayer ; wealth, the law ; 
dissemination, I send unto Siam ; sweetheart, there we sat ; 
Horatio Nelson, Honor est a Nilo ; revolution, to love ruin ; 
disappointment, made in pint pots ; penitentiary. Nay, I 
repent it ; Florence Nightingale, Elit on, cheering angel. 

Here are four on " Washington crossing the Delaware " : 
A hard, howling, tossing water-scene ; Lo ! see rash acting 
with dangers won ; The cold waters swashing on in rage ; 
Watch a soldier hang on, steering S. W. 



SPELLING AND COMPOSITION HELPS. 25 

These two are good : " The weather predictions of Henry 
Yennor." — Pooh! we can find ten errors; they never hit. 
"Invention of the sewing-machine by Elias Howe." — Often 
noisy I when I enable aching wives to hem. 

The following is from Mr. Maitland : 

" How much there is in a word — monastery," said I, " Why, that 
makes nasty Rome " ; and when I looked at it again it was more nasty, 

— a very vile place — or mean sty. 

"Ay, monster," said I, ''you are found out." 

" What monster 1 " said the Pope. 

" What monster ? " said I. " Why, your own image there, — stone 
Mary." 

" That," he replied, " is my one star, my Stella Maria, my treasure, 
my guide." 

"No," said I, "you should say my treason." 

" Yet no arms," said he. 

" No," quoth I, " quiet may suit best, as long as you have no mastery, 

— I mean money arts." 

" No," said he again, " those are Tory means, and Dan, my Senator, 
will baffle them." 

" I don't know that," said I ; " but I think one might make no mean 
story out of this one word, monastery." 

SKELETONS. 

Select a word and write it in skeleton on the board, 
supplying omitted letters by stars. For instance, you 
select Boston, and write B'^^t** . Each pupil must think 
of a word that will fill out the framework, and each in 
turn supplies a single letter. Perhaps the first one sees 
that the word button will complete the outline, and sup- 
plies t ; thus, B^tt**. The next one is puzzled, but the 
third one sees a new possibility and adds r; thus, B*tt^r, 
and the word finally appears Butter. You may omit any 
letters you please in the first outline. 



26 SCHOOLEOOM GAMES AND EXERCISES. 



DROP-LETTER PUZZLES. 

These require considerable ingenuity sometimes. Omit 
all the vowels or some one letter from a sentence, and give 
it out to be filled up. The letter o, the only vowel which 
occurs, is omitted from each word of the following rhyme : 

"N mnk t gd t rb r eg r pit. 

N fl s grss t bit Sctch clips ht. 

Frm Dnjn's tps n rnc rlls. 

Lgwd, nt Its, flds prt's bwls. 

Bx-tps ur schl-bys, t, d flg fr sprt. 

N cl mnsns blw ft n xfrd dns, 

rthdx, dg-trt, bk-wrm Slums. 

Bid strgtlis f ghsts n hrrr shw. 

n Lndn slip-frnts n lip-blssms grw. 

T crcks f gld n dd Iks fr fd, 

n sft cltli ft-stls n Id fx dtli brd. 

Lng strm-tss'd sips frlrn d wrk t prt. 

Rks d nt rst n spns, nr wd-ccks snrt, 

N dg n snw-drd nr n cits ft rlls, 

Nr cmmn frg cncct lng prtcls." 
No monk too good to rob or cog or plot. 
No fool so gross to bolt Scotch collops hot. 
From Donjon's tops no Oronoco rolls. 
Logwood, not lotos, floods Oporto's bowls. 
Box-tops our school-boys, too, do flog for sport. 
No cool monsoons blow oft on Oxford dons, 
Orthodox, dog-trot, book-worm Solomons. 
Bold Ostrogoths of ghosts no horror show. 
On London shop-fronts no hop-blossoms grow. 
To crocks of gold no dodo looks for food. 
On soft cloth foot-stools no old fox doth brood. 
Long storm-toss'd sloops forlorn do work to port. 
Rooks do not roost on spoons, nor woodcocks snort, 
No dog on snow-drod nor on colts-foot rolls. 
Nor common frog concoct long protocols. 



SPELLING AND COMPOSITION HELPS. 27 



GROUPING \N;^0RDS. 

A GOOD exercise in language study is to write classified 
lists of words in response to such suggestions as these: 
Write all the words you can think of that are used to de- 
scribe color, form, material, appearance, quality. Write 
five words which may be used to show size, and then form 
five sentences containing these words. Write twenty verbs 
which express motion. Write the names of all the trees 
you have seen. 

DICTIONARY - MAKING. 

Let the pupils write all the words in a given page or 
lesson beginning with A, followed by those beginning with 
B, and so on. Then teach them to arrange these alpha- 
betically by the other letters as well as by the initials. 
Indexing given portions of their school-books will furnish 
an exercise for more advanced pupils. 

VERBARIUM, OR ^WORD - HUNTING. 

Ask your pupils to write as many words as they can 
from the letters contained in any given name. Unless 
otherwise understood, no letter is to be used in any word 
more times than it is found in the given one. In counting 
up, it is best not to allow proper names, regularly-formed 
plurals, or past participles of words already in the lists. 
Allow a fixed time, two or three minutes, for writing words 
beginning with each letter. Have the lists read aloud, 
each pupil crossing out words given by any other. Special 
credit belongs to the one who has the longest list of words 



28 



SCHOOLROOM GAMES AND EXERCISES. 



and to the one who has the greatest number not found by 
any one else. Several hundred words may sometimes be 
formed from the letters contained in one word. To vary 
this exercise, require the ^Dupils to write as many geo- 
graphical names as they can from the letters contained in 
a given word or phrase. 

For example, take Master. Beginning with the letters in 
alphabetical order, see how many words can be made from 
it. Little hands go up faster than the words can be written 
on the blackboard, if we choose that plan, and soon we have 
these and many more : 



as, 


eat, 


mast, 


rat. 


star. 


tea, 


ate, 


ear. 


mat, 


rase, 


stem. 


tar. 


am, 


east. 


mate. 


rate. 


seam. 


tear. 


art, 


era. 


met, 


ream. 


sear, 


team. 


are, 


erst. 


meat, 


ram, 


steam, 


tame, 


aster, 


eats, 


mart. 


rest, 


stream. 


tram. 




• 


SELECTION. 







Eequest your pupils to select all the words in a given 
lesson which contain an equal number of letters, and to 
write words of three letters in one column, words of four 
letters in another, those containing five letters in still 
another line, and so on. 



CUPID'S COMING. 

Test your pupils' vocabulary by this play: The leader 
says to his neighbor, " Cupid 's coming." The latter asks, 
" How is he coming ? " The questioner must answer by a 
word ending with "ing," and beginning with some letter 



SPELLING AND COMPOSITION HELPS. 29 

which has been agreed upon. If the letter H has been 
chosen the answer might be "Eunning." The second 
player now turns to the one nearest him with the an- 
nouncement, " Cupid 's coming." " How is he coming ? " 
"Reading," is the reply. Others say that he is coming 
repenting, racing, rejoicing, rescuing, riding, etc. When 
no more words beginning with E, can be thought of, an- 
other initial letter is chosen. 



BUILDING GREAT NAMES. 

The immediate object of this game is to achieve some 
historical name, either that of a person or some event. 
Usually the game is confined to names of persons. One 
of the party writes down a " nucleus " of letters as they 
follow in proper order in any name, and then each par- 
ticipant, in turn, adds, if he can, a single letter at one end 
or the other, until the full name is set forth. No capital 
letters are allowed, and the Christian and surname, if both 
are used, must be run together. Thus " George Washing- 
ton," if written according to the rules of this game, will 
present himself as " georgewashington." 

Taking the chalk. No. 1 writes "erco." No. 2 takes 
the chalk. He looks at "erco" with a troubled expres- 
sion. He has two minutes by the timekeeper's watch 
in which to distinguish himself. He fails to do so, and 
the tally-man gives him a "mark." No. 3 now grapples 
with the situation. He has had the benefit of No. 2's two 
minutes, and has, besides, two of his own to draw upon. 
A light breaks in on him, a knowing look comes into his 
eyes, and he adds an "1," making "ercol." No. 4, to 
whom the chalk is now transmitted, is still in the dark, 



30 SCHOOLROOM GAMES AND EXERCISES. 

and at the expiration of two minutes takes a mark. 
No. 5 sees tlie problem open before him, and adds an 
"h," thus — " hercol." No. 6 fails, but No. 7 adds a "p," 
and we have "phercol." No. 8 also makes an addition, 
and thereafter it is plain sailing — " phercolu," " pherco- 
lum," " ophercolum," until " christophercolumbus " stands 
forth. 

No. 1 might have begun with any other sequence of 
letters composing the name, as, for instance, " chr," 
"stophe," "bu," "rist." The final period must not be 
neglected. It counts as a letter, and is in order y, henever 
it can be appropriately employed. Thus you have in mind 
the Father of your country, and write "ing". The next 
man, to your surprise, adds a period. Your intended 
"Washington" is now spoiled, and, as there is no going 
beyond the period, all additions must be made to the left. 
Finally the word turns out " Irving," " Schelling," or 
another name terminating in "ing." Sometimes a name 
is completed, and needs but the period, yet so outlandish is 
it that none are aware of this fact except the person who 
added the last letter; and it has happened that a mark 
on this account has -fallen to all but the one in the secret, 
and that when his turn came he quietly added the period, 
to the intense disgust of all the rest. No initials are per- 
mitted, only full names, either with or without the Chris- 
tian name or names. Thus, "Channing" or "William 
Ellery Channing," but never "W. E. Channing." 

When a name is completed, he who has scored the most 
marks is entitled to start the next. If he feels confident 
that he has hit upon a good one, it will be to his interest 
to put down as many letters as possible without betraying 
his secret, inasmuch as his " nucleus " may be used for any 



SPELLING AND COMPOSITION HELPS. 31 

historic name to whicli it can be adjusted. Let us take 
these letters — "obrah." Should he omit the '^o," and 
write "brah," the result might be "abrahamlincoln," which 
is several centuries beyond the period he wishes to dis- 
tinguish with a selection. All go down before "obrah," 
each scoring a mark. Now the original scribe adds an 
"h," thus, "hobrah." Again all are in the dark, and re- 
ceive another mark. Next the original inventor makes 
it " chobrah." Matters are still as bad as before, and mark 
follows mark, perchance until the full name is completed 
in order as follows: "chobrah," "ychobrah," "tychobrah," 
" tychobrahe ". And it might happen, even in a fairly 
intelligent company — unless some member were astronom- 
ically inclined — that none would recognize the name and 
add the final period, and thus all would reap another mark 
each. 

No letters should be added at random, even should they 
prove correct, and any player having reason to suspect that 
this has been done may demand the word of the person 
preceding him. If the latter can give any historic name 
in which the letters occur as then written, the person so 
calling is counted a miss, and the player giving the name 
chooses anew. If, on the other hand, he fails to do so, 
the miss is scored against his account, and the game pro- 
ceeds as before. The game may be pleasantly varied by 
using noted names in poetry or fiction, authors, etc., but it 
is well to confine it, during one sitting at least, to a particu- 
lar class. The game gives excellent opportunity for the 
exercise of observation and quickness, and leads to discus- 
sions and researches which prove as instructive as they are 
entertaining. 



32 SCHOOLROOM GAMES AND EXERCISES. 



INITIALS. 

The players sit in a row, and the first says, "I ain 
going on a journey to Albany," or some other place be- 
ginning with A. The one seated next to her says, "Wliat 
will you do there ? " The verbs and the nouns of the 
answer must begin with the same letter ; and so on through 
the alphabet, the one who asks the question, " What will 
you do there ? " continuing the game. Here is an example 
of how a party of children played it: 

Ellen. I am going on a journey to Albany. 

Louisa. What will you do there ? 

Ellen. Ask for apples and apricots. 

Louisa (to her next neighbor). I am going to Boston. 

Frank. What will you do there ? 

Louisa. Buy bonnets and buns. 

Frank. I am going to college. 

Susan. What will you do there 1 

Frank. Cut capers. 

Susan. I am going to Dover. 

Sarah. What will you do there ? 

Susan. Dress dolls. 

Sarah. I am going to Erie. 

RussEL. What will you do there? 

Sarah. Eat eggs. 

TlussEL. I am going to Fairhaven. 

Grace. What will you do there ? 

RussEL. Feed fawns with frogs. 

Grace. I am going to Greenbush. 

Howard. What will you do there ? 

Grace. Give gold to girls. 

The party goes through the alphabet in the above man- 
ner. Whoever cannot answer readily, after due time is 
allowed, must suffer some penalty. 



SPELLING AND COMPOSITION HELPS. 33 



ALLITERATION. 

Assign to each player a letter of the alphabet, and 
require him to construct a sentence, every word of which 
shall commence with the given letter. 

SENTENCE - MAKING-. 

Let the pupil form a reasonable sentence from any 
number of apparently unrelated words given by the 
teacher. This can be adapted to different grades. 

FICTION. 

Give out a number of disconnected words, phrases, or 
sentences, and require them to be embodied in a short 
composition in the exact order in which they are given. 
The diversity of the productions will make this an in- 
teresting exercise. In illustration we quote this compo- 
sition of a twelve-year-old girl. The phrases to be used 
were Blackwell's Island, a buzzing mosquito, a coal-black 
negress, a frolicsome pup, and It's a pleasant evening: 

"Early in June little Bobby Fitzhugh started with his 
father to go to Boston. Bobby was much interested in 
the work of blasting out the channel at BlackwelVs Island, 
through which the steamer passed, and asked numerous 
questions about it, and was so much engrossed in Mr. 
Fitzhugh's descriptions that for a long time he did not 
heed the attacks of a buzzing mosquito. A pause in the 
talk, however, gave him the opportunity to rid himself 
of his unwelcome guest, and he was about to continue his 
questioning, when he was attracted by loud voices. He 



34 SCHOOLROOM GAMES AND EXERCISES. 

turned, saw a large coal-hlack negress scolding and shaking 
a darkey-boy, who was sobbing bitterly. ^ Did n't I tole 
you not to go near dat dog, chile ? ' she said ; ^ white folks 
call um a frolicsoinie pup, but de pups bite little niggers, 
so don't go nigh um. You jes' mind what I say.' No 
other incident occurred on the trip, though Bobby was 
mightily pleased when the Captain, in passing him, re- 
marked, ' It^s a pleasant evening,^ which condescension 
on the part of a real live captain Master Bob has since 
made much of in talking over his summer's doings with 
his companions." 

OF TA/'HAT ARE YOU THINKING? 

The teacher asks her pupils to be in readiness to de- 
scribe any articles which they may select. She then calls 
on one with the question, " Of what are you thinking ? " 
He must reply by describing the thing he has chosen, and 
the others are to guess what it is. The first one who finds 
out is to give the next description. If the pupils are 
required to give accurate, detailed descriptions, it will 
especially exercise their powers of observation; if they 
choose to give puzzling accounts, it will test the wits of 
the others. For example : 

" I am thinking of something that is used in the school- 
room. It is about three inches long, and smaller at one 
end than at the other. It is easily broken. Usually it 
is white, but sometimes colored." Answer, a piece of 
crayon. 

"I am thinking of something very useful. It is hard 
and black, though once it was green. It is irregular in 
shape, and we change its form in using it." Answer, 
coal. 



SPELLING AND COMPOSITION HELPS. 35 



THROWING A LIGHT. 

This game is played by choosing a word which has dif- 
ferent meanings, and using it in as many senses as possible, 
leaving the players to guess it from its confusing and 
contradictory description. It is allowable to use two or 
more words differently spelled, if they are pronounced 
alike, as in the last example given. 

1. "Fixed and immovable, it sustains the swift mes- 
senger in its rapid course, and hinders slow travelers on 
their weary way. An emblem of dullness and stupidity, it 
spreads intelligence far and near. The lover longs for 
it with ardor; and the most stupid animals are attached 
to it also. Although very matter-of-fact, it is a creature of 
the imagination. One man is supported by it in time 
of weakness, while another is plunged into sorrow or 
exalted to joy by its tidings. The real one is put to the 
meanest uses, while heroes gladly sacrifice their lives to 
the imaginary one. It cheers the sorrowing, sustains the 
weak, unnerves the strong, and holds a light to those in 
darkness, while the dull are bound to it by enduring ties. 
Welcomed at the doors of all, it seldom enters the houses 
of the poor; but no house can stand without it, and no 
country exists where it is not known. One brings another 
every day, and a man may be called by it, from it, to it, 
and pursue its imaginary existence even to death." 

2. "An object of fear and dislike. A boy's, nay some 
men's, perfect delight, yet I am, in one sense, a slang 
word. Never abroad except at night, then I can no longer 
be used; yet instead of using me people shun me, and I 
am of no use. Black and unsightly, yet, made of any 



36 SCHOOLROOM GAMES AND EXERCISES. 

wood, I can be as ornamental as my maker desires. I can 't 
be made, for I am a living thing, and am now as all my 
type have been before me. Though used in play, I can 
inflict a blow. I doubt if any one would ever venture to 
play with me ; do not see how it could be done ; and it 
is generally by a blow that I am killed. I can be broken, 
or lost, or burned, but not killed ; but yet, having life, 
I die ; am not lost or broken. I live in dark places and 
fly; do not walk. I can't move; am an instrument in the 
hands of others, but can make something else fly, I am 
sensible to pain, and have always been an object of interest 
to naturalists. I am of wood — how can I feel ? — and 
am used only in sport, though I can inflict pain. Thou- 
sands of me are made every year in this country, and I am 
the means by which people who become proficient in the 
use of me earn their living. I am of no use save to 
destroy insects, and it is somewhat doubtful whether I do 
that or not. There are many varieties of me, and I am 
more often found in warm countries ; the use of me is too 
heating to be much indulged in in the tropics, and hence it 
is only at the North and West that I am so popular." 

3. "I am considered rather a dark feature in the land- 
scape, yet I am a cheerful little flower, always yellow and 
gay, and there is a proverb about me in England which 

says, 'When is out of bloom, then kissing is out 

of season ' ; so you see I must be in bloom nearly all the 
time, yet I have no blossom, only stiff dark branches. 
I have neither branches nor bloom ; I am thick and hairy. 
I grow on every wayside, yet am an ornament in a garden ; 
would be singularly out of place in a garden ; am 
found only after much toil ; have no value, and can be 
had for the picking, yet some varieties of me are so 



SPELLING AND COMPOSITION HELPS. 37 



valuable that only tlie very rich can own me. I am dark 
green, bright yellow, yet to see me either yellow or dark 
green would amaze all who trade in me, for I am white, 
brown, black, and gray, yet to see me any of these colors 
would equally astound other owners of me, and certainly 
the wayside i^ickers, though I do not vary in color accord- 
ing to clime. I am tall and stiff ; I am lowly-minded and 
cling to the ground. I stay where I am put, but as to 
staying, why, to find me, there must be a lively chase, 
and often danger encountered. I am solely for ornament ; 
I am for ornament, use, and protection. An article of 
clothing, yet death must come before I can be appropri- 
ated ; when dead, I am utterly valueless, save to be burned ; 
it would be a waste to burn me, yet I am only valuable 
after death. I am as Nature made me; she takes care 
of me in a natural state ; but in a natural state, ere men 
have cared for me, I am serviceable only to animals. How 
they can use me I can't imagine, as I am not eatable, and 
they do not need fires, yet without me they cannot live. 
I am prickly, I am soft, I am warm. I have no temper- 
ature ; I am of use as a shade ; I am used to protect from 
cold ; I cost nothing ; I am a luxury ; but in all my shapes 
and uses I am attractive to the eye." 
1. Tost. 2. Bat. 3. Furze, furs, firs. 

CRAMBO. 

Each player writes a question on a piece of paper, and, 
a single word on a shorter slip. These are all mixed 
together, and each one taking part draws a question and 
a word, which he is to embody in a rhymed answer to the 
question. This requires skill, but is not so difficult as 
it sometimes seems. The following are examples : 



38 SCHOOLROOM GAMES AND EXERCISES. 

When shall we three meet again ? Word, pea-soup. 

"When the dinner-bell rings 
And the pea-soup is hot, 
If you come and I come, 
"We'll meet on the spot." 

Where do all the pins go to ? Honest. 

"Do you ask where all the pins gol 
That is more than I can show: 
But if the honest truth be known, 
To the four winds they must have flown." 

CENTO VERSES. 

Each player writes a line of poetry, conceals it by fold- 
ing down his paper, and passes it for his neighbor to add 
a line which shall rhyme with it. The third player sets 
down any line that comes to mind, and the next in turn 
must find a rhyme to go with this. The following ai'e 
examples : 

"Remote, unfriended, solitary, slow, 
The frog he would a-wooing go. 
None but the brave deserve the fair, 
And Hope, enchanted, smiled and waved her golden hair." 

SCHOOLROOM GAMES AND EXERCISES. 

"At midnight in his guarded tent. 
Across the sands of Dee, 
The child of Elle to his garden went, 
And a jolly old soul was he." 

Try original rhymes sometimes. Let one repeat aloud 
a metrical sentence, and the next one add a line that shall 
rhyme with it, as well as have some relation in sense. The 
next one starts a new couplet, which may keep up the 
connection or not, as it may be agreed. 



SPELLING AND COMPOSITION HELPS. 39 

Another exercise is to give out verses of poetry, omit- 
ting the final word of each line, and require the player 
to furnish the rhymes. 

Still another plan is to give rhyming words, which the 
players are to fit at the ends of original lines. 

RHYMING GAME. 

An illustration will best explain this game : 

"I have thought of a word that rhymes with tie," an- 
nounces the teacher. 

"Is it a small insect ?" asks one. 

" No ; it is not fly." 

" Is it to purchase ? " 

"No; it is not buy." 

" Is it something babies do 1 " 

" No ; it is not cry." 

" Is it a kind of grain 1 " 

"No; it is not rye." 

" Is it an expression of sadness 1 " 

" No ; it is not sigh." 

" Is it something above us ? " 

" Yes ; it is the sky." 

The one Avho has guessed the word now thinks of a new 
one, and begins again, perhaps by saying, " I have thought 
of a word that rhymes with art," and the game goes on 
as before. 

CAPPING VERSES. 

One begins by repeating a line of poetry. The next 
gives a line which contains one of the words of the first 
quotation, and so on, each player in turn must furnish 
a line embodying a word given by the preceding player. 



40 SCHOOLROOM GAMES AND EXERCISES. 

1st Flayer. " Up from the south at break of day." 
2d Player. " The day was cold and dark and dreary." 
3d Player. " The way was long, the wind was cold." 
4th Player. " The wind hath blown a gale all day." 
5th Player. " And the musk of the roses blown." 
6th Player. " Queen rose of the rosebud garden of girls." 

The name of the author may be given with each quo- 
tation, if so desired. 

VOWELS. 

This may be made a written or an oral exercise. The 
director gives a question to each player, requiring an 
answer which shall not contain the vowel he names, or 
the questions may be asked by each player in turn after 
he has replied to the question put to him. The answers 
should be more than yes or no, yet concise and to the 
point. 

Mary. " Where are you going to spend your vacation ? Answer 
without an i." 

Hattie. "On my uncle's farm. How many sisters have you? 
Answer without a u." 

Will. " One more than three. Will you go skating with me to- 
morrow? Answer without an e." 

Henry. " I will go if it is not too stormy." 

If you choose, you may require all the vowels in the 
answer, as : 

" Who is your favorite poet ? " " You ought to know that I greatly 
admire Longfellow." 

" How long did you study your geography lesson ? " "I began 
studying at four o'clock, and learned it well in an hour." 

In playing games of question and answer at home, a for- 
feit is the penalty for mistakes and failures. In school 
the best substitute for this is to follow the plan of " spell- 



SPELLING ANB COMPOSITION HELPS. 41 

ing down." Let all stand, at the beginning of the game, 
and each one who fails take his seat ; or if the company 
is seated, let those who fail stand until the game is com- 
pleted. 

ADJECTIVES. 

One way to carry on this exercise is for the teacher to 
select a piece containing many adjectives and read it aloud 
to her class, pausing before each adjective and letting the 
pupils in turn supply the modifying words. When the 
selection has been gone over in this way, she may read it as 
it is written. Again, write sentences on the board, leaving 
blanks to be filled with appropriate adjectives. Have the 
completed sentences read aloud, and it will impress the use 
and force of modifying elements in a sentence. At another 
time, assign a certain portion of a reading lesson, and ask 
the children to substitute new words for all the adjec- 
tives they find. You may require them to paraphrase the 
selection by substituting synonymous words, or they may 
use any words which can properly limit the nouns of 
the sentence. 

CONTRASTS. 

This game may be played by the teacher naming some 
descriptive adjective, and the pupils responding with the 
word having an opposite meaning ; as, Teacher, kind, Ftc^^il, 
unkind; T. rough, P. smooth; T. graceful, P. awkward. 
Again, the teacher may prepare a list of words on the 
blackboard, and ask the class to write their opposites ; or 
each pupil may form a list of fifteen or twenty words on 
his slate, and pass it to the next one, who writes as many 
words of contrary meaning. 



42 SCHOOLROOM GAMES AND EXERCISES. 



SYNONYMS AND PARAPHRASING. 

To know just what word to use to express the exact 
shade of meaning intended is no mean accomplishment. A 
drill in the right use of words comes naturally in connection 
with the reading lessons. It is sometimes well to have 
the definitions which are given in the readers committed 
to memory ; it is well to familiarize pupils with the use of 
the dictionary in finding the meaning and pronunciation of 
words ; but these, unless supplemented by a car<^ful drill 
from the teacher, will be found strangely misleading. 

Some words have reference only to mental qualities, 
others only to moral qualities, and still others to physi- 
cal qualities only. But the word or words given in defi- 
nition of any of these in the primary dictionaries will in 
many cases apply equally well to qualities of any kind. 
Again, some words are used only in a good sense, others 
only in a bad sense ; some are always used with reference 
to men, and others with reference to the lower animals ; 
some have reference only to the condition of the atmos- 
phere, and others only to the water ; still the definitions 
given in any of these cases would apply equally well to 
others. It is impossible here to enumerate all cases of 
this kind that may and do occur in the v/ork of the 
schoolroom. The teacher must be constantly on her guard, 
and whenever a definition given by the pupils has a re- 
stricted use, she should call their special attention to it. 
If the word is used only in a good sense she should illus- 
trate this by an example of what would be its proper 
and what its improper use; and she should then clinch 
the fact by having the class give examples of their own. 



SPELLING AND COMPOSITION HELPS. 43 

It is never safe to assume tliat our scholars understand 
anything we have given them till we have applied this 
practical test : Give an orlylnal illustration of this 2^r'in- 
ciple, rule, or usage. 

The following specimens of scholars' work in making 
sentences to illustrate the delinitions of words found in 
their small dictionaries will have a familiar sound to 
some: 

Frantic, Wild : — "I picked a bouquet of frantic flowers." 
Retorted, Returned : — " We retorted home at six o'clock." 
Summoned, Called : — "I summoned to see Mary last week." 
Blenches, — Shrinks: — "A pine board blenches in the sun." 
Athletic, Strong : — " The vinegar was too athletic to be used." 
Poignant, Sharj) : — " My knife is very poignant." 
Abdicate, To resign: — " Our teacher abdicated." 
Ordinances, Rules: — "We learned the ordinances for finding the 
greatest common divisor." 

Turbid, Muddy : — " The road was so turbid that we stuck fast in 
the mud." 

Tandem, One behind another : — " The scholars sit tandem in school." 
Akimbo, With a crook : — "I saw a dog with an akimbo in his tail." 
Atonement, Satisfaction: — "There is no atonement in boat-riding 
on a cold day." 

Composure, Calmness : — " The composure of the day was remark- 
able." 

A valuable drill for any school, Avhether graded or un- 
graded, is to have the scholars underline with a light pencil- 
mark a given number of designated unfamiliar words and 
expressions in the day's reading lesson, require them to look 
up the definitions before the next day's recitation, and then 
have them read the lesson again, supj)lying the definitions 
instead of the underlined tvords and exjyressions. 

The advantages of this plan are manifold. First, It is 
an accurate test as to whether the definition found by the 



44 SCHOOLROOM GAMES AND EXERCISES. 

pupil is a suitable one for the place, and if so, whether it is 
the best one for the place. It teaches the pupil, tlierefore, 
to exercise his judgment in the choice of words to express 
a given thought or shade of thought. One scholar has 
found a definition which does not express the full force 
of the word, a second has found the definition of the same 
word when used in an entirely different sense, while a 
third may have selected a definition which expresses 
the thought in a stronger sense than the author intended. 
But an attempt to substitute these various definitions for 
the words or expressions in question Avill usually make 
their various defects apparent. It will also be found that 
when certain definitions are substituted, the order of the 
words must be slightly changed; that different or ad- 
ditional adjuncts must be used, or that the words must be 
followed by different prepositions. 

Second, It keeps up the interest in a second reading of 
a given lesson. When the lesson has once been read, it 
usually becomes an old story, and is studied and recited 
with indifference ever after. By this method the second 
reading is usually more interesting than the first. 

When the lesson is simply to be re-read in this way it is 
best not to underline more than two or three words in a 
paragraph. If more than this are marked it is apt to 
detract from its value as a reading lesson, — a danger to be 
carefully avoided in all supplementary reading exercises. 
But for the sake of variety, and to afford a more critical 
test of the scholars' understanding the sense of what they 
read, it is a most profitable exercise to assign only one or 
two paragraphs of a lesson, with a greater number of under- 
lined words and expressions, and then require the class to 
write out on the blackboard their paraphrase of the given 



SPELLING AND COMrOSITION HELPS. 45 

extract. • With the work of the entire class written on the 
board before them, there is an admirable opportunity for 
profitable comparison of the relative merits and demerits 
of the various forms of expression used by the different 
scholars. 

Taking the entire thought of a sentence and expressing 
it in new words, is somewhat different from substituting 
synonyms for single words or phrases. Free translations 
of prose paragraphs, or of poetry into prose, furnish good 
exercise in composition. For this assign a selection with- 
out underlining words. We append a paraphrase of a 
passage from Shakespeare's "Macbeth." 

" Good sir, why do you start, and seem to fear 
Things that do sound so fair? In the name of truth. 
Are ye fantastical, or that indeed 
Wliicli outwardly ye show ? My noble partner 
You greet with present grace and great prediction 
Of noble having and of royal hope. 
That he seems wrapt withal: to me you speak not. 
If you can look into the seeds of time, 
And say which grain will grow, and which will not, 
Speak then to me, who neither beg nor fear 
Your favors nor your hate." 

" My worthy friend, why do you tremble, and appear afraid of 
words which seem to have such a favorable meaning? Tell me 
truly, are you merely imaginary beings, or do you really exist in the 
form in which you present yourselves to our eyes f You hail my 
renowned companion with tidings of actual possession, of high rank, 
and flatter him with expectations of sovereign power, which have so 
absorbed his attention that he seems like one in a dream ; but to me 
you address not a single word. If you have the power of foreseeing 
future events, and declaring what will happen, and what will not, 
direct your discourse to me also, who neither beseech your good-will 
nor dread your enmity." 



46 SCHOOLROOM GAMES AND EXERCISES. 



ARMS OF THE STATES. 

EoE, a composition exercise, give one state to each 
scholar ; let him describe the figures of the coat of arms, 
giving reasons for their use. Give the motto, with simi- 
lar reasons, translating it when it is not in English. 



PERSONAL DESCRIPTION. 

If this suggestion could be carried out in the spirit 
of the Golden Eule, it might be useful as a composition 
exercise. 

Teachers will require each pupil to write about some 
other member of the class. Then let each description 
be read, omitting the name, and allow the class to guess 
the name from the description. 

OUTLINE. 

1. General. Age, height — tall, short, or medium; body — stout, 
slender, thin, spare, corpulent. 

2. Complexion. Dark, brunette, blonde, light, fair ; color of eyes, 
hair, cheeks, etc. 

3. Features. Forehead — high, low, etc. ; nose — large, small, Ro- 
man, Grecian ; eyes — large, small, dull, expressive ; mouth, lips, teeth, 
ears, etc. 

4. Dress. Material, color, style, etc. 



PICTURE EXERCISE. 

Let teachers make a practice of collecting pictures, espe- 
cially those representing trades, animals, flowers, fruits, 
country scenes, and kind acts. When a sufficient number 
on any subject have been collected, they may be distributed 



SPELLING AND COMPOSITION HELPS. 47 

to the class ; for instance, take trades. One child may 
rise and state what trade his picture represents. Each 
one may then think of some tool that Avould be employed 
in that trade, and ask if it is in the picture ; also state 
the use of the particular tool. If able to read and spell, 
the names may be written on the board. See if any of the 
others have a picture like it, or containing anything men- 
tioned. Then another child may rise and name the trade 
indicated in his picture. With animal pictures, let the 
children name the animal, where it lives, its use, kind 
of feet, covering of body, food, etc. With fruit, ask how 
it grows, when ripe, kind of skin, seed, etc. With some 
pictures, bring out the moral lessons as strongly as possi- 
ble, and relate stories touching upon them. If the chil- 
dren are advanced sufficiently, have them write in short 
sentences what they see in their pictures, or make little 
compositions or stories about them. 



WHAT IS YOUR THOUGHT LIKE? 

A PLEASANT game is called "What is your thought 
like ? " One way of playing it is as follows : A goes 
out, and in his absence the others decide what one thing 
they will all think about. It may be anything they 
choose, in nature, art, or fiction. We will suppose, by 
way of illustration, that it is the slaj, and that only 
four persons are present. A being now recalled, inquires 
of one of the party, "B, what is your thought like?" 
B. "Like an umbrella." A then asks the next, "What 
is your thought like?" C (thinking also of the sky). 
"Like a woman." D says, in his turn, '^Like the Ameri- 
can flag " ; and E compares it to Joseph's coat. 



48 SCHOOLBOOM GAMES AND EXERCISES. 

A being quite unable to determine what one thing is 
like all these, begins at B again with the old query, 
" What is your thought like ? " and goes round the cir- 
cle once more. 

Where the party is small, he may ask each oue, two, 
or three times ; but when several are playing, it is as 
well to go round but once. B's second answer is, "Like 
Mr. Dombey." C says, " Like the seams of a dress " ; 
D, " Like a literary lady " ; and E, " Like a rat." After 
asking all a third time, A is at liberty to inquire, "B, 
why is your thought like an umbrella ? " B. " Because 
it arches overhead." " Why like Mr. Dombey ? " '"' Because 
it has but one sun (son)." " C, why is it like a woman ? " 
" Because it is very variable, and like the seams of a 
dress, because often ^ overcast.' " D explains that his 
thought is like " the American flag, because spangled 
with stars, and like a literary lady, because decidedly 
hlueP E says, "Like Joseph's coat, because it is of 
many colors, and like a rat because spelled with three 
letters." A (reflecting). " If it is blue, arched, star- 
spangled, variable, often overcast, and has but one sun, 
it is surely the sky^ and as B's answers gave me my first 
light on the subject, she must go out next." 

WHAT DID YOU SEE? 

Call on each child of the class in turn to give the 
name of something he has seen. For example, they may 
name a tree, a book, a wagon, a girl. Starting a second 
time, request each child to add a descriptive Avord to 
the name he has already given; as, a maple tree, a large 
book, a noisy wagon, a pretty girl. On the third round. 



SPELLING AND COMPOSITION HELPS. 49 

eacli pupil is to tell where his object was ; as, a maple 
tree in a field ;. a large book on my desk ; a noisy wagon 
in the country; a pretty girl in a carriage. This exer- 
cise may be extended by adding phrases, and other modi- 
fications will suggest themselves. A similar game we will 
call 

WHO AND \^^HERB? 

The teacher calls for (1) the names of two children, 
and then asks (2) "What did they do?" (3) "Where?" 
(4) "Why?" (5) "When?" The answers are written 
on the blackboard as given, and may be something like 
this : (1) Kate and Johnnie (2) took a ride (3) in the 
country (4) to visit their aunt (5) last Saturday. After 
the sentence is completed and read, change the arrange- 
ment of the phrases, calling on the children to read in 
the order 5, 1, 2, 4, 3 ; 1, 2, 5, 3, 4 ; 1, 2, 3, 5, 4 ; or 5, 1, 2, 
3, 4. Write these sentences under each other, and let 
the children tell which order they like best, and why. 
There is a chance here for some useful suggestions on 
the arrangement of sentences. 

WHAT W^OULD YOU LIKE TO BE? 

Start an exercise like this : " I should like to be a 
squirrel and live in the woods." The next child responds, 
" I should not like to be a squirrel and live in the Avoods ; 
I should like to be a mouse and live in a hole." The 
third continues, "I should not like to be a mouse and 
live in a hole ; I should like to be a horse and live in a 
stable." The next pupil proceeds, "I should not like to 
be a horse and live in a stable j I should like to be a 



50 SCHOOLROOM GAMES AND EXERCISES. 

bird and live in a nest." When this has been exhausted, 
the striking characteristics of any animal may be taken, 
thus : " I should not like to be a squirrel and have a 
bushy tail ; I should like to be a horse and have a long 
mane." "I should not like to be a horse with a long 
mane ; I should like to be a lamb with a coat of wool." 
" I should not like to be a lamb with a coat of wool ; I 
should like to be a cow with horns." Again vary the 
exercise to bring out other facts : " I should like to be 
a squirrel and eat nuts." " I should not like to be a 
squirrel and eat nuts ; I would rather be a mouse and 
nibble cheese." "I should not like to be a mouse and 
nibble cheese ; I should like to be a cat and drink milk 
and catch rats." With a bright class you may attempt 
longer statements : " I should like to be a squirrel with a 
bushy tail and live in the woods and eat nuts." "I 
should not like to be a squirrel, etc. ; I should like to 
be a sheep with a fleece of wool out in the pasture." 

FOLLOW YOUR LEADER. 

In this game each one of the company in turn must 
repeat the exact words of the leader. He begins with 
the words, " A good fat hen." After this has been quickly 
repeated by each one of the circle, the first player starts 
off again with " Two ducks and a good fat hen." The 
third round becomes "Three screaming wild geese, two 
ducks, and a good fat hen," and so on, the leader pre- 
fixing a new clause at each round. At the twelfth cir- 
cuit lie will reach the following formula: 

"Twelve Corinthian catamounts cautiously careering over Co- 
rinthian columns; eleven flat-bottomed fly-boats floating from Mad 
agascar to Prunello; ten aspiring allopathic Abyssinian acrobats; 



SPELLING AND COMPOSITION HELPS. 51 

nine cages of Heliogabalus paroquets ; eight sympathetic, didactic 
propositions ; seven hundred Macedonian horsemen, drawn up in 
rank and file for battle; six pairs of Don Alphonso's tweezers; five 
hundred Limerick oysters ; four plump partridges ; three screaming 
wild geese ; two ducks, and a good fat hen." 

ACROSTICS AND ENIGMAS. 

Foe an occasional exercise let your pupils construct 
an acrostic or an enigma. If neatly written out it may 
sometimes take the place of a composition, as it will 
give practice in spelling, defining, punctuation, etc. Have 
them brought to the class and exchanged, to be solved 
and corrected and afterward handed to the teacher. In 
constructing an enigma, be sure that every letter of the 
subject is accounted for, and let the catchwords be nouns 
as far as possible. In forming acrostics, select the foun- 
dation words first. Try this in the class. Call upon 
one scholar for the name of some person or place, and 
ask another for a word containing an equal number of 
letters. Write these words vertically on the board in 
parallel columns, thus giving the initials and final letters 
of names to be suggested. Suppose the names " Spain " 
and "Italy" have been selected. The next one to recite 
must give a word beginning with S and ending with I, 
and perhaps thinks of Sinai. The next names Penobscot, 
while Alaska, Israel, and Nancy fill out the list. As 
given for solution, this acrostic Avould read: 

A mountain of Arabia. 

A river in ]\faine. 

A territory of the United States. 

A tribe of the Jews. 

A city of France. 

The initials and finals name two countries of Europe. 



52 



SCHOOLROOM GAMES AND EXERCISES. 



^WORD- SQUARES AND DIAMOND PUZZLES. 

Word-squares are arranged to read liorizontally and 
vertically the same. Sometimes double-letter squares are 
tried. 



H 


A 


N 


D 


A 


E 


E 


A 


N 


E 


A 


R 


D 


A 


R 


T 



EL 


OR 


IN 


OR 


10 


LE 


IN 


LE 


TS 



To form a diamond puzzle, select a word for the diag- 
onals, and arrange other words to complete the figure, 
either to read simply across, or, what is much better, to 
read down and across. 



R 


R 


SET 


HER 


SAGES 


HAGUE 


E G U L A R 


REGULAR 


SALES 


RULER 


SAT 


EAR 


R 


R 



Write on the blackboard the definitions of the words 
you have selected, and let the children fill out the figures 
from them. 

PROOF-READING. 

Proof-reading requires a quick eye and a ready mind. 

Tlie following suggestions show some of the ways in which 

proof-sheets may be used: 

The teacher shoiikl obtain from a printing or newspaper office 
in town a good number of ' proofs ' as they appear before corrections 



SPELLING AND COMPOSITION HELPS. 53 



have been made. A number of the same ' galley ' or subject for class 
use, and also a variety for the whole school, should be obtained. Any 
office will willingly furnish them free, or for a small compensation. 
The following suggestions as to the uses which can be made of 
these proofs are given : First. The different kinds and sizes of type. 
What is the name of the type used in this proof? Other names 
of type 1 How is type made 1 Kind of metal ? etc. Second. Method 
of taking proofs or printed impressions from the type. For this 
purpose a * galley ' could be brought into the schoolroom, and proofs 
taken by the teacher, or a printer. Third. The examination of the 
proof for any typographical or other errors which appear. This 
should call forth the closest scrutiny, and lead to a habit of observa- 
tion of minute mistakes and differences. Where the same proof is 
used, the whole school should be allowed to detect errors. These 
would naturally include orthography (mistakes in spelling), use of 
capitals, punctuation, etc. The grammar and reading classes could 
often use uniform proofs with great profit, and teachers can sup- 
plement this exercise with much practical knowledge and instruc- 
tion. 



GEM LEARNING. 

Wise selections will do a great deal by directly incul- 
cating lessons of honesty, patriotism, temperance, and gen- 
eral virtue ; and indirectly, by creating a taste for the higher 
kind of reading, will lead the pupils to better thinking and 
acting. An hour for this kind of work may be improved 
in various ways. Let the teacher make selections on some 
subject, and require the whole class to commit them to 
memory, or ask the pupils to select and learn extracts 
on a given topic. Again, request each one to bring som^. 
quotation which he thinks })articularly beautiful or sug- 
gestive, naming the author, or the selections may all be 
chosen from one writer. Eepeating quotations may be 
made a regular part of the opening school exercises. Even 



54 SCHOOLROOM GAMES AND EXERCISES. 

when there is no drill of this kind, all pupils will have 
bits of verse, striking sayings, old proverbs, etc., learned 
by heart, unconsciously perhaps. Try this : let the pupils 
stand in line. Call on the first one for a quotation, and as 
soon as he has given it count ten slowly, giving the next 
one a chance to call something to mind. If he answers 
on time, count ten again, when the next in turn must be 
ready with his selection. In like manner call on all the 
class. If any fail to respond promptly, let them be seated, 
as in spelling down. 



TEACHING THE NEWS OP THE DAY. 

Try this plan of discussing the news of the day with 
the pupils the first-half hour of the morning : The words 
" The News " may be drawn on the blackboard in large 
letters, and, immediately below, the head-lines similar to 
those employed by daily papers in giving the points of 
the most important news ; then let each head-line be taken 
up by the school, and a general interchange of views take 
place between the teacher and pupils. An editor may be 
selected by the school every month, whose duty it is to 
examine the papers, and to write down on the blackboard, 
before school hours, the points for discussion, and if the 
editor exhibits capacity for the work intrusted to him he 
will be often re-elected to his high position. Of course 
the discussion does not take in news of every description, 
but only of the most interesting character. It includes 
the proceedings of Congress, foreign news, local news, etc. 

This exercise will be regarded as part of the school 
work, and entered into by every pupil with the greatest 



SPELLING AND COMPOSITION HELPS. 55 

possible interest ; many of them will purchase a paper 
every morning and study its entire contents, just as they 
do a grammar, a geography, or an arithmetic. By this 
means every scholar learns the important news of the 
day, and is enabled to understand the various great ques- 
tions which occupy the public mind. 

SCHOOL POST-OFFICES. 

There is too much careless letter-writing. Pupils need 
especial drill in this branch of composition, but writing 
letters to imaginary persons for composition practice is 
a spiritless exercise. A carefully supervised system of 
correspondence between the pupils of a school would be 
more useful because more real and more enjoyable. 
Different plans may be tried. For instance, assign cities 
in different parts of the world to pupils, and let their 
letters to each other be descriptive of the people, scenery, 
objects of interest, etc., of the places from which they 
are supposed to write. A school post-office may be car- 
ried on under rules similar to the following : 

1. Mail distributed each morning. 

2. Each letter written by one scholar to another must contain a 
question pertaining to some subject presented in some text-book used 
in the school. 

3. The scholar receiving the letter must answer within one week 
from the time when received, and also state in his letter the number 
of mistakes found in the letter received. 

4. Letters must contain no matter not pertaining to the school. 

5. If scholars receive letters which they cannot answer, they may 
write and ask the teacher to assist them. 

6. All written exercises given out in the classes must be directed 
to " The Teacher," and put in the ofl&ce. 



56 SCHOOLROOM GAMES AND EXERCISES. 

7. The postmaster will inform the school secretary of the number 
of letters distributed each morning, who will make a record of it hi 
the school journal. 

8. The teacher will claim the privilege of inspecting the letters at 
any time before distributing. 

9. Each morning the postmaster will collect the letters distributed 
the day before, and pass them to the teacher, who will correct and 
return them the next day. 

10. The school secretary will make a record of the letters free 
from errors, and also state by whom written. 

11. Letters must be neatly written and properly directed. 

12. The teacher would be pleased to correspond with any scholars 
upon any subject pertaining to their lessons or to the school. 



SPELLING AND PRONUNCIATION TESTS. 

The most skilful ganger I ever knew was a maligned cobbler, armed 
with a poniard, who drove a pedler's wagon, using a mullein-stock 
as an instrument of coercion, to tyrannize over his pony shod with 
calks. He was a Galilean Sadducee, and had a phthisicky catarrh, 
diphtheria, and the bilious intermittent erysipelas. A certain sibyl, 
with the sobriquet of " Gypsy," went into ecstasies of cachinnation at 
seeing him measure a bushel of peas, and separate saccharine tomatoes 
from a heap of ijeeled potatoes without dyeing or singeing the ignitible 
queue which he wore, or becoming paralyzed with a hemorrhage. 
Lifting her eyes to the ceiling of the cupola of the capitol to conceal 
her unparalleled embarrassment, making a rough courtesy, and not 
harassing him with mystifying, rarefying, and stupefying innuendoes, 
she gave him a bouquet of lilies, mignonette, and fuchsias, a treatise on 
mnemonics, a copy of the apocrypha in hieroglyphics, daguerreotypes 
of Mendelssohn and Kosciusko, a kaleidoscope, a drachm-phial of 
ipecacuanha, a teaspoonful of naphtha for deleble purposes, a ferule, a 
clarionet, some licorice, a surcingle, a carnelian of symmetrical propor- 
tions, a chronometer with movable balance-wheel, a box of dominos, 
and a catechism. The ganger, who was also a trafficking rectifier, 
and a parishioner of mine, preferring a woollen surtout (his choice 
was referable to a vacillating, occasionally-recurring idiosyncrasy), 



SPELLING AND COMPOSITION HELPS. 57 

wofully uttered this apothegm, " Life is clieckered ; but schism, apos- 
tasy, heresy, and villainy shall be punished." The sibyl apologizingly 
answered : " There is ratably an allegeable difference between a con- 
ferrable ellipsis and a trisyllable diaeresis." We replied in trochees, 
not impugning her suspicion. 

One enervating morning, just after the rise of the sun, a youth bear- 
ing the cognomen of Galileo glided into his gondola over the legen- 
dary waters of the lethean Thames. He was accompanied by his allies 
and coadjutors, the dolorous Pepys and the erudite Cholmondeley, the 
most combative aristocrat extant, and an epicurean who, for learned 
vagaries and revolting discrepancies of character, would take prece- 
dence of the most erudite of all areopagite literati. 

These sacrilegious dramatis personce were discussing in detail a sug- 
gestive and exhaustive address, delivered from the proscenium-box 
of the Calisthenic Lyceum by a notable financier on obligatory hydro- 
pathy, as accessory to the irrevocable and irreparable doctrine of evo- 
lution, which had been vehemently panegyrized by a splenetic professor 
of acoustics, and simultaneously denounced by a complaisant oppo- 
nent as an undemonstrated romance of the last decade, amenable to no 
reasoning, however allopathic, outside of its own lamentable environs. 

These peremptory trii)artite brethren arrived at Greenwich, wishing 
to aggrandize themselves by indulging in exemplary relaxation, indica- 
tory of implacable detestation of integral tergiversation and exotic 
intrigue. They fraternized with a phrenological harlequin who was 
a connoisseur in mezzotinto and falconry. This piquant person was 
heaping contumely and scathing raillery on an amateur in jugular reci- 
tative, who held that the Pharaohs of Asia were exorcists of bronchitis. 

Meanwhile the leisurely Augustine, of Cockburn, drank from a 
tortoise-shell wassail-cup to the health of an apotheosized recusant, 
w^ho was his supererogatory patron, and an assistant recognizance in 
the immobile nomenclature, interstitial molecular j)honics. The con- 
tents of the vase proving soporific, a stolid plebeian took from its cere- 
ments a heraldic violoncello, and, assisted by a plethoric diocesan from 
Pall Mall who performed on a sonorous pianoforte, proceeded to wake 
the clangorous echoes of the empyrean. They bade the prolix Cau- 
casian gentlemen not to misconstrue their inexorable demands, while 
they dined on acclimated anchovies and apricot truffles, and had for 
dessert a wiseacre's pharmacopoeia. Thus the truculent Pythagoreans 



68 SCHOOLROOM GAMES AND EXERCISES. 

had a novel repast fit for the gods. On the subsidence of the feast 
they alternated between soft languors and isolated scenes of squalor 
which follows a mechanist's reconnoissance of the imagery of Uranus, 
the legend of whose incognito related to a i)oniard wound in the abdo- 
men received while cutting a swath in the interests of telegraphy and 
posthumous photography. Meantime an unctuous orthoepist applied 
a homoeopathic restorative to the retina of an objurgatory spaniel 
(named Daniel) and tried to perfect the construction of a behemoth 
which had got niired in x)ygmean slough, while listening to the elegiac 
soughing of the prehistoric wind. 

There are 225 words liere which are frequently mispro- 
nounced, as shown in De Graff's Pronouncing Booh: — 

Geoffrey, surnamed Winthrop, sat in the depot at Chicago, waiting 
for his train and reading the " Tribune," when a squadron of street 
arabs (incomparable for squalor) thronged from a neighboring alley, 
uttering hideous cries, accompanied by inimitable gestures of heinous 
exultation, as they tortured a humble black-and-tan dog. 

" You little blackguards ! " cried Winthrop, stepping outside and 
confronting them, and adding the inquiry, " Whose dog is that '? " 

"That audacious Caucasian has the bravado to interfere with our 
clique," tauntingly shrieked the indisputable little ruffian, exhibiting 
combativeness. 

" What will you take for him '? " asked the lenient Geoffrey, ignoring 
the venal tirade. 

" Twenty-seven cents," piquantly answered the ribald urchin, grab- 
bing the crouching dog by the nape. 

" You can buy licorice and share with the indecorous coadjutors of 
your condemnable cruelty," said Winthrop, paying the price and tak- 
ing the dog from the child. Then catching up his valise and umbrella 
he hastened to his train. Winthrop satisfied himself that his sleek 
protege was not wounded, and then cleaned the cement from the 
pretty collar, and read these words : 

"Leicester. Licensed, No. 1880." 

Hearing the pronunciation of his name, the docile canine expressed 
gratitude and pleasure, and then sank exhausted at his new patron's 
feet and slept. 

Among the other passengers was a magazine contributor, writing 



SPELLING ANT) COMPOSITION HELPS. 59 

vagaries of Indian literature ; also two physicians, a sombre, irrevoca- 
ble, irrefragable allopatliist, and a genial homa3opatliist, wh.o made a 
specialty of bronchitis. Two peremptory attorneys from the legisla- 
ture of Iowa were discussing the politics of the epoch and the details 
of national finance, while a wan, dolorous person, wearing concave 
glasses, alternately ate troches and almonds for a sedative, and sought 
condolence in a high lamentable treble from a lethargic and somewhat 
deaf and enervated comrade not yet acclimated. Near three exemp- 
lary brethren (probably sinecurists) sat a group of humorous youths ; 
and a jocose sailor (lately from Asia) in a blouse waist and tarpaulin 
hat was amusing his patriotic juvenile listeners by relating a series 
of the most extraordinary legends extant, suggested by the contents 
of the knapsack, which he was calmly and leisurely arranging in a 
pyramidal form on a three-legged stool. Above swung figured pla- 
cards, with museum and lyceum advertisements, too verbose to be 
misconstrued. 

A mature matron of medium height and her comely daughter soon 
entered the car, and took seats in front of Winthrop (who recalled 
having seen them one Tuesday in February, in the parquet of a 
theatre). The young lady had recently made her debut into society 
at a musical soiree at her aunt's. She had an exquisite bouquet of 
flowers that exhaled sweet perfume. She said to her parent, " Mamma, 
shall we ever find my lost Leicester 1 " 
Geoffrey immediately addressed her, saying as he presented his card : 
" Pardon my apparent intrusiveness ; but have you lost a pet dog "? " 
The explanation that he had been stolen was scarcely necessary, for 
Leicester, just awakening, vehemently expressed his inexplicable joy 
by buoyantly vibrating between the two like the sounding-lever used 
in telegraphy (for to neither of them would he show partiality), till 
succumbing to ennui, he purported to take a recess, and sat on his 
haunches, complaisantly contemplating his friends. It was truly an 
interesting picture. 

They reached their destination ere the sun was beneath the horizon. 
Often during the summer Winthrop gallantly rowed from the quay 
with the naive and blithe Beatrice in her jaunty yachting-suit, but 
no coquetry shone from the depths of her azure eyes. Little Less, 
their confidant and courier (and who was as sagacious as a spaniel), 
always attended them on these occasions, and whenever they rambled 



60 SCUOOLROOM GAMES AND EXERCISES. 

through the woodland paths, or while amid strains from Beethoven, 
Mendelssohn, Bach, and others, they promenaded the long corridors 
of the hotel. And one evening, as Beatrice lighted the gas by the 
^tagere in her charming boudoir in their suite of rooms, there glistened 
brilliantly a valuable solitaire diamond on her finger. 

Let us look into the future for the sequel to perfect this romance, 
and around a cheerful hearth we see again Geoffrey and Beatrice, who 
are paying due homage to their tiny friend Leicester. 

SOUND VS, SENSE. 

Let the following exercises be written out, spelling the 
words so as to make correct sentences : 

" A rite suite little buoy, the sun of a grate kernel, with a rough 
about his neck, flue up the rode as quick as eh dear. After a thyme 
he stopped at a gnu house and wrung the belle. Ills tow hurt hymn, 
and he kneaded wrest. He was two tired two raze his poor pail face. 
A feint mown of pane rows from his lips. The made who herd the 
belle was about to pair a pare, but she through it down and ran with 
awl her mite, four fear her guessed wood knot weight. But when she 
saw the little won tiers stood inn her eyes at the site. " Ewe poor 
deer ! Why due you lye hear "^ Are yew dyeing ? " " Know," he said, 
" I am feint two the corps." She boar hymn inn her alms, as she 
aught, too a room where he must be quiet, gave him bred and meet, 
held cent under his knows, tide his choler, rapped hymn warmly, gave 
hymn sum suite drachm from a viol, till at last he went forth as hail 
as a young horse, llis ayes shown, his cheek was as red as a flour, 
and he gambled a hole our." 

TO MISS KATHARINE JAY. 

An S a now I mean 2 write 

2 U sweet K T J, 
The girl without a ||, 

The belle of U T K. 
I 1 der if U got the 1 

I wrote 2 U B 4 



SPELLING AND COMPOSITION HELPS. 61 

I sailed in the 11 K 1) A, 

And sent by L N Moore. 
My M T head will scarce contain 

1 calm I I) A bright, 

But A T miles from U I must 

M /—^^ this chance 2 write. 
And 1st should N E N V U, 

B E Z, mind it not; 
Should N E friendship show, B true, 

They should not B forgot. 
But friends and foes alike D K, 

As you may plahily C 
In every funeral R A 

Or uncle's L E G. 
From virtue never 1) V 8; 

Her influence B 9 
Alike induces 10 derness 

Or 40 tude divine. 
And if you cannot cut a 

Or cause an ! 
I hope U'll put . 

2 1 ? 

R U for annexation 2 

My cousin? Heart and ^^^ 
He offers in a If, 

A § 2 of land. 
He says he loves U 2 X S ; 

You're virtuous & Y's ; 
In X L N C U X L 

All others in his I's. 
This S A until U I C 

I pray U 2 X Q's, 
And do not burn in E I G 

My young and wayward muse. 
Now fare U well, dear K T J, 

I trust that U R true. 
When this U C, then U can say, 

An S A I O U. 



62 SCHOOLROOM GAMES AND EXERCISES. 



SUGGESTIVE QUESTIONS. 

The questions given below are selected from a list pre- 
pared by the teachers and pupils of CambridgCj Mass. 
They will give pupils something to think about and in- 
vestigate, and furnish subjects for interesting talks by 
the teacher. 

What are newspapers for? 

What are the uses of water ? 

How many toes has a hen on one foot? 

Why cannot a hen swim as well as a duck or a swan? 

Why does it take eight shoes to shoe an ox? 

Where does the rain come from, and where does it go? 

What can you tell me about the clock? 

What would you probably see in a farm-yard? 

What numbers could you write with the figures 1, 3, 5? 

How should children always treat old j^ersons? 

Of what use are our thumbs ? 

Name some articles made of iron ; of wood ; of tin. 

Tell me all you know about hay ; corn ; flour. 

What are some of the things you can do with snow? 

Of what use is a thermometer ? a weather-vane ? 

What places have you visited in any city? 

What is an apothecary-shop? a retail store? 

Name the different kinds of fruit-trees you have seen. 

In what position should you stand when reciting? 

What must you do in order to become good scholars? 

Of what are baskets made ? boxes ? bags ? 

Tell me something the horse can do ; the dog. 

Mention some things formed from water. 

Name some articles of food ; of dress. 

What did you see on your way to school ? 

What are domestic animals ? Name some of them. 

Where and how is coal obtained ? wood ? oil ? 

Why do we not see the stars in the daytime? 



SPELLING AND COMPOSITION UJELPS. 63 

Where does tea come from ? sugar ? rice ? raisins 1 

What is the difference between a village and a city? 

Name the different modes of travelling. 

Where do the different kinds of fruit we eat grow? 

Name the different animals that you have seen. 

What would you find at the seashore 1 

What kind of vegetables do you know about? 



SOUNDS. 

Write any letter or letters, as ch, and ask the children 
to give the sound. Call for words with that sound, form- 
ing a list. Let these be pronounced in concert. They may 
be used as a spelling lesson, or formed in sentences to 
show their meaning. 



EXERCISES IN ARTICULATION, 

Crazy Craycroft caught a crate of crickled crabs ! 

A crate of crickled crabs Crazy Craycroft caught; 
If Crazy Craycroft caught a crate of crickled crabs, 

Where's the crate of crickled crabs Crazy Craycroft caught? 

Peter Piper picked a peck of pickled peppers. 

A peck of pickled peppers Peter Piper picked; 
If Peter Piper picked a peck of pickled peppers, 

Where is the peck of pickled peppers Peter Piper picked? 

When a twister twisting would twist him a twist, 
For twisting a twist three twines he will twist; 

But, if one of the twists untwists from the twist, 
The twist untwisting untwists the twist. 

Robert Kowley rolled a round roll round. 

Shoes and socks sliock Susan. 



For the Arithmetic Class. 



-^- 



THE NUMBER NINE. 

The sum of tlie component figures of any multiple of 9 
is 9 or a multiple of 9. 

The sum of the nine digits amounts to 45, or five nines, 
and the sum of these figures, 4 + 5 = 9. 

If two lines, formed of the nine digits in reversed order, 
be added together, we have a curious result. 

123456789 
9 8 7 5 4 3 2 1 



1111111110 



The sum of the figures forming the answer is again nine. 

If the nine digits arranged from 1 to 9 be subtracted 
from the same figures arranged from 9 to 1, the remain- 
der w^ill contain all the digits. 

Arrange the digits in regular order from 1 to 9, omitting 
the 8. If we multiply this number by 9 we have 9 ones in 
the product, if by 2 nines, or 18, we have nine 2's, and 
so on until multiplying by nine nines, or 81, we have a pro- 
duct containing nine 9's. 

The remainder obtained by subtracting tlie sum of the 
digits of a number from the immber itself is nine (9), or 
some multiple thereof. 

64 



FOR THE ARITHMETIC CLASS. 65 

Ask a pupil to write any number of more than one figure, 
subtract the sum of the figures from the number, and tell 
you all the figures but one in the answer. On the above 
principle you can tell him the remaining figure, unless it 
be or 9. 

Let a pupil take any line of figures, and arrange it in 
reverse order ; subtract the smaller number from the larger, 
strike out any figure of the result, and give you the remain- 
ing figures. Tell which figure (unless it be or 9) has 
been omitted by dividing the sum of these figures by nine, 
and subtracting the remainder from 9; as, 

5 6 4 1 
14 6 5 



4 17 6 
Omitting 7, 4 + 1 + 6 = 11-^9 =: 1, 2 remainder. 9-2 = 7. 

A CURIOSITY OF NUMBERS. 

The multiplication of 987,654,321 by 45 gives 44,444,- 
444,445. Reversing the order of the digits, and multiply- 
ing 123,456,789 by 45 we get the result equally curious, 
5,555,555,505. If we take 123,456,789 as the multiplicand, 
and, interchanging the figures of 45, take 54 as the multi- 
plier, we obtain another remarkable product, 6,666,666,606. 
Returning to the multiplicand first used, 987,654,321, and 
taking 54 as the multiplier again, we get 53,333,333,334, — 
all threes except the first and last figures, which read to- 
gether 54, the multiplier. Taking the same multiplicand 
and using 27, the half of 54, as the multiplier, we get a 
product of 26,666,666,667, — all sixes except the first and 
last figures, which read together 27, the multiplier. Next 
interchanging the figures in the number 27, and using 72 



66 SCHOOLROOM GAMES AND EXERCISES. 

as the multiplier with. 987,654,321 as the multiplicand, we 
obtain a product of 71,111,111,112, — all ones except the 
first and last figures, which read together give 72, the mul- 
tiplier. Equally curious results may be obtained by multi- 
plying these digits, written either way, by 9 or the figures 
composing the multiples of 9 variously interchanged. 

CASTING OUT NINES. 

The curious properties of the number 9 afford a means 
of proving examples in the four primary rules of arith- 
metic. 

If any number be divided by 9, the remainder will 
be the same as that obtained by dividing the sum of its 
digits by 9. Hence we deduce this rule for proving addition : 
Take the sum of the digits in each number to be added, and 
having divided each sum by 9, set down the remainders in 
a column at the right. Take the sum of these remainders 
and divide it by 9, setting the remainder beneath. If this 
remainder is the same as that found by dividing the sum of 
the digits in the sum total by 9, the work is correct. 



3514 

6782 
2531 



12827 



2 



The sum of the digits in the first number is 13, and the 
remainder found by dividing by 9 is 4. In the second num- 
ber the sum of the digits is 23, and the remainder 5 ; in the 
third the sum is 11, and the remainder 2. The sum of these 
remainders is 11, which being divided by 9 leaves the re- 
mainder 2. This is also the remainder obtained by divid- 
ing 20, the sum of the digits in the sum total, by 9. 



FOR THE ARITHMETIC CLASS. 



67 



If any number be divided by 9, tlie remainder is called 
the excess of 9's. We use this term in the following rules. 

In subtraction, the minuend corresponds to the sum in 
addition, and is simply treated as such in the proof. Find 
the excess of 9's in the subtrahend and in the remainder, 
and take their sum, from which cast out the 9's, and find 
the remainder. Find the excess of 9's in the minuend, 
and if these results are equal the work is right, unless 
mistakes have been made which counterbalance each 
other. 



6412 

3587 



2825 



To prove multiplication, find the excess of 9's in both 
multiplicand and multiplier; multiply these excesses to- 
gether, and cast out the 9's from the product, finding the 
excess. Find the excess of 9's in the product found. 
These results will be equal if the work is correct. 



4326 
68 


6 
5 


34608 
25956 


30 


294168 


3 



To prove division, cast out the 9's of the divisor and 
quotient, multiply the excesses together, and find the ex- 
cess of 9's in this product. This should equal the excess 
of 9's in the dividend. 



68 SCHOOLROOM GAMES AND EXERCISES. 

ARITHMETICAL COMPLEMENTS. 

Give your pupils examples like the following : 

4931 1342 

6179 8657 

2584 5349 

8526 4650 

6370 8423 



28590 28421 

In the first example notice that the sum of any figure in 
the first line and the figure immediately below it is ten, 
and so with the third and fourth lines. The answer may 
be put down rapidly by writing the right-hand figure of 
the fifth line as it is, adding 2 to each of the other figures, 
and placing 2 on the left. If you have seven lines, add 3's 
instead of 2's. In the second example, the first and second 
and the third and fourth lines add up to 9's. For the an- 
swer, prefix 2 to the odd row of figures and subtract 2 from 
it. If you have three series of 9's, prefix 3 and subtract 3. 
You can find the answer in a similar way, using any num- 
ber of complementary numbers. Sometimes let a pupil 
write the alternate numbers, you of course dictating the 
first and last. You can surprise the children by quick 
computations of this kind, and give them a chance to study 
how you perform them. 

ADDING MATCH. 

An adding match may be carried on in this way : After 
two pupils have chosen sides, give the numbers orally, and 
write them at the same time on the blackboard, while each 



FOR THE ARITHMETIC CLASS. 69 

pupil writes the same on his slate. On writing the last 
number, give the signal, when each pupil adds the example 
and brings his slate to a designated place, where one is laid 
upon the other as they are brought in. When all the slates 
are in, turn the pile over, bringing the example that was 
added first to the top. If this answer is correct, mark it a 
hundred. If the next slate is correct, mark it ninety-nine, 
and the next one ninety-eight, and so on, giving each one 
that occupied a little more time in adding one less for his 
credit. At the close of the match, place in a list opposite 
each pupil's name the credit obtained by him in the match. 
If any pupil has a single figure wrong, his credit is zero. 
Each morning add together all the credits obtained by 
the pupils chosen on the respective sides, and find the dif- 
ference between these amounts, thus showing how much 
one side is ahead of its competitor. Keep these lists until 
the end of the week, and then add all the credits obtained 
by each pupil. This amount is his credit for the week. 
The difference between the whole amounts of each side 
shows how much one captain's side has beaten the other. 

DRAW GAME. 

Write a variety of numbers on ordinary wooden tooth- 
picks. Hold these so that the pupils cannot see the fig- 
ures, and let each one draw eight or ten of them and add 
the numbers they have drawn. These should be adapted 
to the abilities of the pupils, and for the more advanced 
classes fractions and mixed numbers may be used. It is 
best to place the examples on the blackboard for the class 
to correct, as it would take too much of the teacher's time 
to look over all the work. 



70 SGHOOLEOOM GAMES AND EXERCISES. 



JACK - STRAWS. 

The game of jack-straws may be played with wooden 
tooth-picks. Write on them suitable numbers for addition, 
and, holding them a little above a table, let them fall in a 
confused heap. Each player is provided with a small wire 
hook with which he may draw as many as he can without 
disturbing the others. Each one's score is found by adding 
the numbers he has drawn. Teachers may suggest this for 
a home game, if they find no other use for it. 



COUNTING. 

Eead aloud to your pupils, and require them to make a 
mark for each word, and then to count them. It will re- 
quire close attention to give an accurate result. 



COMBINATION. 

Give out a number and ask the pupils to rearrange the 
figures to make new numbers. The exercise may be utilized 
in various ways. Direct them to form as many new num- 
bers as possible from the given figures, or as many as they 
can beginning with a certain figure, and to come to the class 
prepared to read them. Sometimes have them arrange 
these numbers according to their value. Again let them 
make these combinations and form examples in addition 
for themselves, or let them subtract the smallest number 
that can be expressed by the given figures from the great- 
est possible number. 



FOR THE ARITHMETIC CLASS. 71 



BUZZ. 

As this game is usually carried on, the players count 
aloud in turn ; that is, the first says one, the second two, etc. 
Instead of the multiples of seven, and numbers containing 
seven, the player must say buzz, and is dropped from the 
game when he makes a mistake. This game may be varied 
by using the multiples of any chosen number, making it 
useful in teaching multiplication. Marking the multiples 
of two or more numbers in this way, or clapping the 
hands, exacts close attention. It is also a useful exercise 
in teaching the numerals of foreign languages. 

TO TELL A NUMBER THOUGHT OP. 

Let the pupil think of some number, but without telling 
what it is. The teacher asks the pupil to perform a series 
of operations on that number ; as, multiply by 8, divide by 
4, add 3, multiply by 4, subtract 6, divide by 2. As soon 
as the teacher learns the result, she tells the pupils what 
number was thought of. 

Key. — Suppose the number thought of to be 2. The teacher 
denotes it by some letter, as A, and performs the same operations 
on A that the pupil does on 2. 

PUPIL. TEACHER. 

2. A. 

Multiply by 8 = 16 8 A 

Divide by 4 = 4 2 A 

Add 3=7 2 A + 3 

Multiply by 4 = 28 8 A + 12 

Subtract 6 = 22 8 A + 6 

Divide by 2 = 11 4 A + 3 



72 SCHOOLROOM GAMES AND EXERCISES. 

Learning the result^ 11, the teacher subtracts 3, divides 
by 4j and has the original number, 2. 

Again, let the pupil take any number, subtract one, dou- 
ble the remainder, subtract one, add the number thought of, 
and give the result. The teacher tells the number thought 
of by adding 3 to this answer and dividing by 3. For exam- 
ple, 6-1x2-1 + 6 = 15. 15 + 3-f-3 = 6. 

On the same principle, choose a number, multiply by 3, 
add 1, multiply by 3 again, add the original number, sub- 
tract 3 and divide by 10, and you vs^ill have the number you 
started with. 

Once more, let the pupil take a number, add 1, multiply 
the result by itself, and subtract the square of the original 
number from the product. Ask for the remainder, which 
will always be an odd number, and the least half of it 
will be the number chosen. This may be varied by sub- 
tracting the square of the number diminished by 1 from 
the square of the number. The greater half of the result 
will then be the number thought of. 

Another exercise is to ask the pupil to select a number, 
double it, add any given number, divide the result by 2, and 
subtract the number thought of. The result will be half 
the number added. For example, 4x2 + 6-^2 — 4=3. 
Having found this result, the teacher may continue the 
operations indefinitely, saying, for instance, double the 
remainder, add 4, divide by 5, etc. This complicates 
the process, and makes it more interesting to the pupil, 
who generally will be greatly puzzled to find out how 
the teacher reaches the result without knowing the origi- 
nal number. 

When two or more numbers are thought of, each one of 
which is less than 10, they may be found as follows : Ask 



FOR THE ARITHMETIC CLASS. 73 

the pupil to double the first number thought of, add 1, mul- 
tiply the result by 5, and add the second number to the 
product. If there be a third number, ask him to double 
the sum thus found, add 1, multiply again by 5, and add 
the third number. For a fourth number, double this last 
result, add 1, multiply by 5, and add the number as before ; 
and so on. Ask for the last result thus obtained, and 
subtract 5 from it if there were two numbers, 55 if 
there were three, 555 if four were used. The remainder 
will give you the numbers thought of, arranged from left 
to right in the order selected. For example, suppose the 
numbers thought of to be 2, 5, and 3 ; then, according to 
rule, 2x2 + 1x5 + 5x2 + 1x5 + 3-55 = 253, which gives 
in order the numbers chosen. 

FINDING THE RING. 

A EiNG being secretly put on by one of a company, to 
tell not only who has it, but on what hand and finger it 
is, let the company be arranged in order, and ask some 
one to make for you the following calculation. Multiply 
the number of the person having the ring by 2 ; to that 
add 3. Multiply this by 5 ; to this add 8, if the ring is 
on the right hand, or 9, if on the left ; then multiply by 
10, and add the number of the finger (the thumb is 1), 
and lastly add 2. Ask for the result, and from it subtract 
mentally 222, and the remainder will be the person, the 
hand (1 being the right hand, and 2 the left hand), and the 
finger. Example : Suppose the ring was put on the 8th 
person, on the left hand, and the little finger. 

Then, the number of the person, multiplied by 2 . 16 

Adding 3 19 

Multiplying by 5 . . 95 



74 



SCHOOLROOM GAMES AND EXERCISES. 



Adding 9 for left hand 104 

Multiplying by 10 1040 

Adding 5 for the little finger 1045 

Adding 2 1047 

1047 
Subtracting 222 

825 

The 8tli person, 2 the left hand, and 5 the little finger. 
If the person had been the 10th, or a number above that, 
the remainder Avould have been in four figures, and the 
first two would indicate the person ; thus, if in the above 
example it had been the 12th instead of the 8th person 
who had the ring, the remainder, after subtracting 222, 
would have been 1225. 

To do the above cleverly, the process should be care- 
fully committed to memory, so that it may be done rapidly, 
and without hesitation. The following formula is easily 
committed. The person x2 + 3x5 + 8 for right hand, 
or 9 for left x 10 + the finger + 2 - 222. 

MAGIC SQUARES. 

Magic squares are composed of a progression of 
numbers arranged in a square whose horizontal, vertical, 
and diagonal lines produce a constant sum. Often they 
have other peculiarities. 

Notice this square containing sixteen numbers: 



16 


3 


2 


13 


5 


10 


n 


8 


9 


(5 


7 


12 


4 


15 


14 


1 



FOR THE ARITHMETIC CLASS. 75 

Here the sum of the numbers in each of the straight 
lines is 34; the sum of the four corner numbers, or of 
the corner numbers of any square in the diagram, is 34. 
Adding the figures next to the corners from right to left 
or from left to right, we get the same number, 34 ; as 
3 + 6 + 12 + 1 3 = 34 ; or 3 + 9 + 14 + 8 = 34. 

The following is a simple rule for forming squares of 
odd numbers : Draw two squares of the desired number 
of places. Fill the first with numbers in consecutive 
order; divide each side of this square in half, and join 
the points of division by diagonals. This will form a 
square within the other, but diagonal to it. Lay this 
off in smaller squares, and transfer the numbers to your 
second larger square, observing to put them in the 
places occupied in the inner square. Carry each number 
remaining in the corners of the first square obliquely 
up or down the row where it is found to the most 
distant cell in the interior square, first placing those 
numbers nearest the inner square. Having found their 
places, transfer them to the vacant cells of the second 
square. 

The following rule and illustration is taken from 
Davies's Mathematical Cyclopaedia. It applies to forming 
the magic square of any odd number of terms in geo- 
metrical progression. 

Eule a square and divide it into the required number of cells. 
Place the number 1 in the cell immediately under the central one, 
and the succeeding terms in their natural order in a descending 
diagonal direction till they run off, either on the bottom or on the 
side ; when they run off at the bottom, carry the next term to the 
uppermost cell that is not occupied of the same column that it 
would have occupied below; then proceed as before as far as pos- 
sible, or till the numbers run off at the bottom or side, or are 



76 



SCHOOLROOM GAMES AND EXERCISES. 



interrupted by coining to a cell already filled. Now, when a term 
runs off at the right-hand side, bring it to the farthest left-hand 
cell of the same row it would have fallen in to the right; when 
the progress diagonal-wise is interrupted by coming to a full cell, 
descend diagonally to the left till an empty cell is met with, and 
then enter it, proceeding as before till all the terms are distributed. 



22 


47 


10 


41 


10 


35 


4 


5 


23 


48 


17 


42 


11 


29 


30 


6 


24 


49 


18 


36 


12 


13 


31 


7 


25 


43 


19 


37 


88 


14 


32 


1 


26 


44 


20 


21 


39 


8 


33 


2 


27 


45 


46 


16 


40 


9 


34 


3 


28 



In a square of forty-nine cells, beginning as directed, the number 4 
runs off at the bottom, and is carried to the top of the next column ; 
the number 5 runs off at the side, and is carried to the left of the 
next row below; the number 8 falls upon an occupied cell, and is 
carried diagonally to the left ; 10 runs off at the bottom, and is car- 
ried to the top of the next column; 13 runs off at the side, and is 
carried to the left of the next row below ; 15 falls upon an occupied 
cell, and is carried diagonally to the left ; 16 runs off at the bottom, 
and is carried to the top of the next colunni; 21 runs off at the 
side, and is carried to the left of the next row ; 22 falls upon an oc- 
cupied cell, and on being carried diagonally to the left runs off at 
the bottom; it is then placed in the highest cell at the top of the 
column it would have occupied ; 20 runs off both at the bottom and 
side, and is carried to the highest vacant cell in the same column; 
and so on. 



FOR THE ARITHMETIC CLASS. 77 

EXACT DIVISORS. 
A COMPOSITE number is exactly divisible, — 

By 2, wlieii its right-hand figure is 0, or is exactly divisi- 
ble by 2; as 30, 104. 

By 3, when the sum of its figures is exactly divisible 

by 3; as 564. 
By 4, when its two right-hand figures are naughts, or 

are exactly divisible by 4 5 as 300, 816. 
By 5, when it ends with or 5 ; as 20, 35. 
By 6, when it is an even number, and the sum of its 

figures is exactly divisible by 3 ; as 438. 
By 8, when its three right-hand figures are naughts, or 

are exactly divisible by 8, as 7000, 2456. 
By 9, when the sum of its figures is exactly divisible by 

9; as 396. 
By 10, when it ends with 0, as 90. 

The following rules are given for finding whether a 
number is divisible by 7, 11, or 13 : Separate the number 
into two parts by detaching the last three figures from 
the rest; subtract the smaller of these two parts from 
the larger; repeat the process, if necessary, until a re- 
mainder less than 1,000 is obtained ; if this remainder 
be divisible by 7, or 11, or 13, the original number is 
divisible by the same divisor; otherwise, not. 

For example, suppose we have the number 654,731. 
By the rule, we separate it into two parts, 654 and 731. 
We subtract 654 from 731, and find the remainder to be 
77. This we easily see is divisible by 7 and also by 11, 
but not by 13. We conclude, therefore, that the number 



78 SCHOOLROOM GAMES AND EXERCISES. 

654,731 is divisible by 7 and also by 11, but not by 13 ; 
and this is true. 

The reason why this rule holds lies in this, that the 
number 1001 is the continued product of the three num- 
bers 7, 11, and 13. Seven times eleven is seventy-seven, 
and thirteen times seventy-seven is one thousand and one. 
Accordingly, any number divisible by 1001 is divisible 
by all three of its factors, 7, 11, and 13 ; and if what is 
left of the number after the division by 1001 is divisi- 
ble by any one of these factors, the whole number is 
divisible by the same factor ; otherwise, not. The separa- 
tion of the number into two parts, and the subtraction 
of one of these from the other is a short Avay of ascer- 
taining the remainder after a division by 1001, when the 
former part is less than the latter, and is substantially 
the same thing, as far as our purpose is concerned, when 
it is greater. 

For finding out whether numbers less than 1000 are 
divisible by 7, 11, or 13 there are certain rules, differing, 
however, for each divisor. Again, we must separate it 
into two parts, this time by detaching the last two figures. 
For 7, we double the former part and add to it the latter; 
for 11, we add the former part to the latter without 
change ; and for 13, we multiply the former part by 9 
before adding. In every case, if the sum obtained by 
the addition is divisible by 7, 11, or 13, the original num- 
ber is divisible by the same ; otherwise, not. 

For instance, the number 1876 is seen to be divisible 
by 7, when we separate it into two parts, 18 and 76, and, 
after doubling the former, add 36 to 76, obtaining 112, 
which is divisible by 7. But 1876 is not divisible by 
11, since 18 and 76 added together give 94, which is not 



FOR THE ARITHMETIC CLASS. 79 

divisible by 11 ; nor is it divisible by 13, as the applica- 
tion of the rule will show. In 1870 we find a number 
divisible by 11, since 18 and 70 together make 88, which 
is a multiple of 11 ; and in 1872 one divisible by 13, 
since 9 times 18, or 162, added to 72, gives us 234, which 
is divisible by 13. 

DRILL. 

Frequent practice in rapid calculation will give readi- 
ness and accuracy. The teacher may devise an endless 
variety of examples, adapted to different grades. Instead 
of saying, divide by six, divide by eight, and so on 
asking for one-sixth, one-eighth, etc., gives specially 
good practice in teaching division and fractions. An 
emphatic " ten times '^ at the close of each example will 
serve as a signal that the teacher is ready for the final 
answer. Let each pupil raise his hand at the beginning, 
and keep it raised as long as he can follow the oper- 
ations. This will be a test of the pupil's readiness, and 
a guide to the teacher in pronouncing slowly or rapidly. 
We append a few illustrations : 

Take four, add two, one-half, times five, subtract three, 
one-sixth, add eight, subtract one, one-third, add two, 
times four, add one, one-seventh, ten times. 

Take eight, plus two, plus three, minus one, divided 
by six, times five, plus six, divided by four, plus one, 
minus two, times eight, divided by four, plus one, times 
three, minus one, divided by five, times two, plus eight, 
minus six, ten times. 

Take six, three times, one-half, one-third, two times, 
one-third, five times, add two, one-sixth, add one, seven 
times, one-third, ten times. 



80 SCHOOLROOM GAMES AND EXERCISES. 

Take four, three times, two-sixths, add one, three times, 
three-fifths, add one, one-half, add one, two-thirds, sub- 
tract two, six times, one-fourth, te7i times. 

Take one-half the square of four, add two, one-half, 
square, subtract nine, take away one-fourth of the result, 
add eight, subtract four, square root, subtract three, add 
nine, add one-half, subtract one, one seventh, ten times. 

ALGEBRAIC PARADOX. 

a = X 

ax = x^ 
ax — a^ = x^ — a^ 
a{x — a) = (x — a)(x-^ a) 
a = X -\- a 
a = 2a 
1-2 



For SPEcmi Hours and Dms. 



MORNING EXERCISES. 

Appoint a committee of four or five, whose business 
it shall be to arrange brief and interesting opening ex- 
ercises for each morning of the week. At the end of 
the week let one member retire, and appoint a new one 
in his place. The following specimen of what was done 
in one school will show how this plan may be carried 
out : 

1. A live bat in a cage, brought by W. G. Its habits 
and classification described by the teacher. Moths and 
flies were given it, which it ate. 

2. A cornet duet by two young ladies. 

3. The whole department learned : 

"Politeness is to do and say 
The kindest things in the kindest way." 

4. A lady showed how spatter-work is done. 

5. Religious exercises conducted by Rev. Mr. S. 

6. A hair-worm brought by W. T. 

7. Experiment showing spontaneous combustion ffom 
sulphuric acid and pulverized sugar. 

81 



82 SCHOOLROOM GAMES AND EXERCISES. 

8. A young lady gave a description of her trip to 
Lake Superior. 

9. Vocal duet. 

10. Eeligious exercises as before. 

11. Story told by pupil. 

12. Exhibition and description of plant-lice, or aphids. 

13. One of the pupils read from Ivanhoe, " Rebecca's 
Temptation.'^ 

14. Bible reading, from Protestant and Roman Catholic 
Bibles. 

15. Reading from the Koran. 

16. Experiment showing how to determine the pres- 
ence of lime by use of acid. 

17. Description by a young lady of her tour through 
Pennsylvania. 

18. Experiment showing the bleaching properties of 
chlorine. 

19. A cane made of wood taken from Commodore 
Perry's flag-ship. 

20. Collection of old coins exhibited. 

21. Collection of minerals. 

22. Exhibition of an old account-book once owned by 
the first Astor. 



FRIDAY AFTERNOON EXERCISES. 

If you can spare a half-hour Friday afternoons, try 
some of these exercises. The preceding pages will suggest 
others. 

1. Have a pronunciation test. Prepare and place upon 
the blackboard at least ten words commonly mispronounced. 



FOR SPECIAL HOURS AND DAYS. 83 

Do this soon enough to enable the earnest pupils to consult 
the dictionary. 

2. Devote twenty minutes to " spelling down/' using 
a list of words commonly misspelled. 

3. Have a chart or map exercise. 

4. Eead a short sketch, and have the pupils reproduce 
the thought orally, or in writing. 

5. Let each pupil give a sentiment from a standard 
author. If possible, induce the pupil to develop the 
thought in his sentiment. 

6. Place ^' queer queries'' on the board for investigation. 
Do this a week in advance. 

7. Give a practical lesson in civil government. 

8. Conduct an exercise in false syntax. 

MEMORIAL DAYS. 

The pleasing custom of observing authors' birthdays 
in our schools is growing, and is found to be an excellent 
means of interesting pupils and giving literary instruc- 
tion. The birthdays of our foremost statesmen, and days 
of special historical interest, also deserve recognition. 
These anniversaries may well take the place of the old 
Friday afternoon exercises. Preparations should be 
begun some time in advance, that they may not interfere 
with the regular school work. In general, let the exer- 
cises consist of appropriate music, a sketch of the life 
of the author chosen, some account of his works, with 
extracts, and original and selected criticism. If no special 
time is set apart for literary study, pupils will readily 
learn selections outside of school hours, and essays may 
be prepared in the regular composition classes. If the 



84 SCHOOLROOM GAMES AND EXERCISES. 

school is not too large, let the pupils respond to the 
roll-call with short quotations, and introduce some concert 
speaking. Perhaps you may find that some of the 
author's verses have been set to music, and these will 
make a pleasing addition to your programme. 

If not able to arrange for many general anniversaries 
of this kind, it will be easy and appropriate to recognize 
these days in the reading and literature classes. We 
give below the dates of the birth of a few authors and 
statesmen : 

January 17, Franklin; 18, Webster; 25, Burns. February 22, 
Lowell; 27, Longfellow. April 3, Irving; 7, Wordsworth; 23, 
Shakespeare. May 26, Emerson. June 2, Saxe ; 13, Thos. Arnold ; 
14, H. B. Stowe. July 24, Holland. October 19, Garfield; 21, 
Coleridge. November 3, Bryant; 10, Goldsmith, Schiller; 22, George 
Eliot. December 9, Milton; 17, Whittier; 26, Gray. 



ARBOR DAY. 

To Mr. John B. Peaslee belongs the credit of intro- 
ducing the celebration of Arbor Day into the public 
schools, and at the same time making tree-planting a 
means of commemorating our honored authors. 

In 1883 the Ohio State Forestry Association issued 
the following circular to trustees, superintendents, and 
teachers of the Ohio schools : 

" * The wealth, beauty, fertility, and healthfulness of the couTitry,' 
as Whittier justly says, ' largely depend upon the conservation of our 
forests and the planting of trees.' It is, therefore, important to in- 
struct the youth of the state in the value and utility of forests, — their 
influence upon climate, soil, productions, etc., and to teach them to 
care for and protect forest-trees. The most interesting and impressive 



FOB SPECIAL HOURS AND DAYS. 85 

way of imparting the instruction and of interesting the pupils in the 
subject is through the celebration of tree-planting; we, therefore, 
earnestly request you to have the pupils under your charge plant 
trees on Arbor Day, the fourth Friday of April, with appropriate cere- 
monies. 

" We suggest that the trees be planted in the school-grounds, by the 
roadside, or in parks or commons, and that they be planted in honor 
and memory of American authors, thus ' making trees monuments of 
history and character.' We suggest, also, that the exercises consist of 
reading compositions on the importance and usefulness of forests; 
of reciting selections on trees from various authors ; of giving extracts 
from, and sketches of, the life and writings of the particular author in 
"whose honor or memory each tree or group is planted ; of singing ; of 
the ceremony of throwing the soil, each pupil in turn, about the trees ; 
and of appropriate talks by trustees, teachers, and others." 

The Cincinnati schools have set a most encouraging 
example. Their celebrations of Arbor Day have been 
entered into with great interest and appreciation. They 
have planted an "Author's Grove" in Eden Park, most 
of the trees or groups being marked with a stone bear- 
ing the name of the author celebrated, and the school 
which planted the trees. 



Calisthenics. 



Calisthenic exercises may often be used in place of a 
recess. They afford a rest after prolonged mental effort; 
but it is unwise to ask pupils for hard study, when the 
body is fatigued by violent or protracted exercise of this 
kind, and they should not be indulged in just before or 
after a meal, as this would interfere with the digestive 
organs. 

Instrumental music is necessary to the interest of the 
exercise, and in order to keep perfect unison the pupils 
should be required to count from one to eight continuously. 
The outward motions are most forcible, and to mark the 
accent they may use the numbers on the outward move- 
ment and the word " and " on the return ; thus, one and, 
two and, three and, four and, one and, etc. 

When ready for exercise the pupils stand erect in line, 
with heels together, shoulders square, arms at side, and 
eyes to the front. This brings ear, shoulder, hip, knee, 
and ankle in line. We give a few exercises as suggestive. 

CHEST EXERCISE. 

First Position Fists on breast, elbows raised hori- 
zontally in line with shoulders. 

First Tnovement. — At the command Right, extend the 
right arm horizontally in front four times. At the com- 
mand Left, extend the left arm in the same manner. On 

€6 



CALISTHENICS. 87 



the word Alternate, extend the right and left arms 
alternately, each two times, and at the command Both, 
extend the arms simultaneously. 

Seco7id movement. — Eight arm downward parallel to the 
sides, four times. Left arm downward four times. Alter- 
nate. Both. 

Third movement. — Eight arm horizontally to the right 
four times. Left arm horizontally to the left four times. 
Alternate. Both. 

Second Position. — Elbows at sides, fists against the 
shoulder, with the back of the hands to the front. 

First movement. — Extend arms downward, following the 
regular order of the commands. Right, Left, Alternate, Both. 

Second movement. — Extend arms horizontally in front. 

Third movement. — Extend arms upward. 

ELBOW EXERCISE. 

Position. — Elbows raised, fists together on chest. 
First movement. — Carry the elbows down and back 
through the usual alternations. 

Second movement. — Carry the elbows directly back. 

Third movement. — Carry the elbows up and outward. 
In these movements the fists are drawn from the breast 
without changing the bend of the elbows. 

SHOULDER EXERCISE. 

First Position Ordinary position of attention. 

Eaise a^d lower the shoulders in the regular order of 
the commands, Bight, Left, Alternate, Both. 



88 SCHOOLROOM GAMES AND EXERCISES. 

Second Position. — Tips of fingers on shoulders, elbows 
in line with the shoulders. 

First movement. — Describe a downward arc, bringing 
the hands to the sides, palms outward. 

Second movement. — Extend the arms to a horizontal 
position on each side. 

Third movement. — Raise the arms to a vertical position. 

ARM AND HAND EXERCISE. 

First Position. — Arms horizontally extended in front, 
palms together. 

First movement. — Swing right arm from horizontal front 
down to perpendicular four times. Swing left arm down- 
ward four times. Alternate. Both. 

Second movement. — Swing the arms backward horizon- 
tally. 

Third movement. — Swing arms up to perpendicular. 
Clap hands in this exercise. 

Second Position. — Arms horizontally extended on 
each side, palms upward. 

First m^ovement. — Describe a downward arc, bring the 
hands to the right and left sides in turn. 

Second movement. — Describe an upward arc, bringing 
the hands directly over the head. 

Third movement. — First measure, simultaneous down- 
ward arc with right hand and upward arc with left 
hand ; second measure, downward arc with left hand and 
upward arc with right hand; third measure, double arc 
(upward and downward) with both hands. 



CALISTHENICS. 89 



HEAD AND NECK EXERCISE. 

Position. — Hands on the liips, thumbs pointing to 
the front. 

Jf'irst movement. — Bend the head to the right four 
times ; to the left four times ; alternate. At the command 
Both make four double motions completely over from side 
to side, beginning and ending at the erect position. 

Second movement. — The commands for this movement 
are Front, Back, Alternate, Both. Bend the head forward 
four times, backward four times. Alternate. At the com- 
mand Both, make four double motions, that is, from front 
to back, beginning and ending with the head erect. 

Third movement. ^— Commands, Right, Left, Alternate, 
Both. Turn the head, bringing the face first to the right, 
then to the left. At the command Both, make a double 
movement for each count. 

TRUNK AND ^WAIST EXERCISE. 

Position. — Head erect, hands on hips, as in head and 
neck exercise. 

First movement. — Bend the body as far as possible to 
the right from the hips; to the left; alternate; double 
motion on command Both. 

Second movement. — Bend the body forward and back- 
ward at the commands. Front, Back, Alternate, Both. 

Third movement. — Turn the trunk on its axis to the 
right or left according to the regular formula of com- 
mand. Carry out these movements and those of the pre- 
ceding exercise in slow time. 



Puzzles md Problems, 



-^- 



CHARACTER HINTS. 

1. My first is a gentleman very unique, 
Unparalleled, A No. 1, so to speak. 

2. Shrewd and miserly, witty and wise, 

He brought down fame — by a string — from the skies. 

3. A ripe red apple gave him the clew; 
His dog a candle overthrew. 

4. In England and France three cardinals great. 
Who ruled the people, the king, and the state. 

6. He threw an inkstand at Satan, and bade him be quiet; 
A Diet of Worms was his principal diet. 

6. The greatest writer known to fame, 

And no one knows how to spell his name. 

7. A knave on the woolsack, a god with his pen, 
"The greatest, the wisest, the meanest" of men. 

8. An old man hanged one terrible day. 
But his soul is marching on for aye. 

9. Crossing a rivulet made him great. 

He smoothed down his mantle and met his fate. 

10. A very remarkable pioneer. 

Mixed up somehow with an egg, I hear. 

11. Amid many a nation and peril he strayed. 
Saved once by a compass and once by a maid. 

90 



PUZZLES AND FEOBLEMS. 91 

12. A queen who was witty, vain, learned, and bold, 
Once cruel, once loving, a terrible scold. 

13. Amid battle and bloodshed her white pathway led 
From a sheep-yard, through fame, to a fiery bed. 

14. He lived and died and left no trace ; 
Is famed, though no one saw his face. 

15. Wise, good, and brave, he nobly reigned, 
His hostess once of him complained. 

16. He was, from historical records appears, 

The greatest of all men who lived in his years. 

17. Sprung from a cabin, our chosen guide, 
Shot by a man who in a barn died. 

18. The king of the world at thirty-two, 
Died since he could not himself subdue. 

19. A blind old man of a mighty song. 

Who did his three daughters a pitiful wrong. 

20. He hid in a cellar a powerful thing. 

That would ruin his rulers and ruin his king. 

21. The most glorious modern murderer, he 
Died on an isle in a lonely sea. 

22. A twinkle, a tear-drop, a broad hearty grin. 
That wrote of a cricket, a raven, an inn. 

23. He went to the heart of a continent black. 

Was found by a friend there, and would not come back. 

24. He was slain by one of a royal line. 
Whose king was beaten over his shrine. 

25. Best hated, best loved, false, beautiful, skilled. 
Driven out of her land, by a sister-queen killed. 

26. He made what would separate fibre from seed; 
His mighty machine caused the nation to bleed. 



92 SCHOOLROOM GAMES AND EXERCISES. 

27. He canned up words ; lie gave speech wings ; 
A glorious liglit from his arches springs. 

28. He wrote the words in a fiery hour 
That freed the nation from foreign power. 

29. From a curious blunder arose his fame; 

To the biggest thing found he gave his name. 

30. He dug a ditch between two seas, 
Where largest ships could sail with ease. 

31. The greatest mocker that ever was born, 
Religion his railing and virtue his scorn. 



HISTORICAL ANECDOTE. 

The captivity of , , king of 

— , son and successor of , made a solemn vow to 



lead a to the deliverance of . Accordingly, in 

, accompanied by , king of , he set sail 

for the ; but in spite of the bravery of both 

kings, a year elapsed, and their object was not yet attained. 

was compelled to return to his kingdom. His 

ally, , strove to continue the enterprise; but the 

desertion of of , with whom he had quarreled 

at the siege , weakened his army to such an 

extent that he was forced to abandon the struggle, and 

return to . On the return voyage a terrible storm 

came up, and after many hours of anxiety the ship was 
dashed to pieces against some rocks. All on board per- 
ished, excepting , who, deprived of everything but 

life and a few jewels which he wore, was obliged to con- 
tinue his journey on foot. His route lay through the 



PUZZLES AND fhoblems. . 93 



estates of his enemy , and also through those of 



— , emx^eror of . Both dignitaries were his sworn 

enemies, and were very anxious to have him in their 
power. knew this, and, assuming a disguise, pro- 
ceeded with the utmost caution. He passed safely through 

a large portion of , and would have escaped recognition 

had he not attempted to sell a valuable ring which he 

always wore. One of 's servants saw the ring, his 

suspicions were aroused, and he immediately warned his 

master of his discovery. was seized, delivered into 

the hands of , who threw him into prison, and kept 

him captive for many weary months. , regent of 

, during his brother's absence, instead of freeing him, 

left him to his sad fate. Indeed, would probably 

have died in prison had it not been for the devotion of 

his favorite, . This man was a minstrel, and had 

spent many happy days in close companionship with his 
beloved master. Hoping to find the king, he journeyed 
from one castle to another, inquiring everywhere if a 
distinguished prisoner was detained there; but all in 
vain. Weary, footsore, and disheartened, he arrived near an 
ancient castle, and, seating himself by the roadside, played 
and sang his master's favorite ballad. Imagine his sur- 
prise, his delight, when a well-known voice took up the 
strain and sang the remaining verses ! In his great joy, 

he hastened back to , enlisted the sympathies of the 

Barons, and gathered together a large ransom, in considera- 
tion of which released his royal captive, after an 

imprisonment of almost months. 



94 SCHOOLROOM GAMES AND EXERCISES. 



ELLIPSES. 

(Blanks to be filled hy names of British authors.) 
I. 

Be not so , my friend; don't hurry so, 

But stay and dine and see. will go ; 

A -, wliicli erewhile roamed the at will, 

As worthily the board will fill; 

Besides, to tempt the appetite still higher, 

A piece of is by the fire ; 

And to the a caution I will send 

Great care to take it not in the end. 



II. 

A little child, , , and full of grace. 

Threw back her and showed her smiling face ; 

Meek as the she by a ribbon led, 

As o'er the in the dawn she fled, 

Fleet as the Avhen to the the 



Called, and the sportsman not at morn; 

Against her more than paltry gold, 

I could not my heart, hoAvever cold. 



PUZZLE STORY. 

Once upon a time there were seven little sisters, who 
went to the same school, and they each had a name that 
could be spelled backwards or forwards, and sounded the 
same. Perhaps you will tell me what tliey were before 
I go on any further with my tale. 

Now the schoolmistress had two little boys, and they 



PUZZLES AND PROBLEMS. 95 

had names that could be spelled either way alike, and 
sometimes, when all had done their lessons well, they had a 
holiday, about that time of day which is spelled both ways 
alike, and were allowed to play together at hoop or ball. 
The youngest boy always chose the youngest girl for a 
playmate. He would share his sweets with her, and call 
her his tiny darling little (something spelled both ways 
alike), but she would toss her curls and declare that some 
day she would grow into a tall (both ways alike), and marry 
a prince. How the others laughed, and one said, by that 
time she might alter her (both ivays alike), and become a 
(both ivays alike) instead, at which the two children flew off 
in a temper, and went to play with a (both ivays alike) so 
small that they might well call it a little (Iwth ivays alike). 
It once belonged to the porter, who was so big that, though 
his name was Jonathan Jones, the children always called 
him by a short nickname (both ivays alike), in remembrance 
of a giant they had once seen in London. He was an idle 
porter, and preferred to loll in the sunshine to doing any 
work, so he was soon sent about his business. 

And now let us take a (both ways alike) at the other 
girls, who were busy in the schoolroom. The eldest was 
copying a long, prosy (both ways alike) for her brother, but 
she was often interrupted by her younger sister, a girl with 
a red ill-tempered face, who was taking a music lesson, 
but scarcely knew a crotchet from a (both ivays alike), and 
when found fault with, declared that it was because her 
(l)oth ways alike) ached, which was only an excuse. Just 
then their kind father came hurrying up to the door in an 
old rattling (both ways alike), and as he Avas a person of 
importance, holding a (both ways alike) office in the town, 
the schoolmistress went down to him herself. He uttered 



96 SCHOOLROOM GAMES AND EXERCISES. 

an exclamation (both ways alike), and desired that the 
youngest girl might come for a drive in his (both ways 
like). 

The lady said she would rather have the child stay and 
finish her lessons, but the old gentleman cried out (two 
words, both ways alike), and said " (both ivays alike), I am 
her father, the roads are quite safe, and (both ways alike). '^^ 

"But she's not dressed properly." 

" Oh, she will do ! Just put on the collar I saw her 
mother (both ways alike) for her, and send her down as 
soon as you can, as I am in a hurry." 

And so the teacher (two ways alike), and the girl, whose 
round cheeks were (tiuo ivays alike) than ever, came run- 
ning, and jumped into the rickety conveyance just as the 
horse began to shy at the shrill (two words, both ways alike) 
of a Punch and Judy. She was rather frightened, and her 
father declared he should like to (two ivays alike) all such 
noisy folks. However, off they drove much to her delight, 
and as she turned to take a last look at the school-house, 
she saw all the boys staring and nodding, and one saucy 
fellow who was eating apples and plums, as he led two 
lambs and an old (two ways alike) to the meadow opposite, 
stuck a black (both ways alike) on the tip of his nose to 
attract her attention, but when the driver looked round the 
little rogue took care to (both ivays alike) out of sight. 

GEOGRAPHY STORIES. 

1. — An Unfortunate Bridal Tour in (Islands in the Pacific 

Ocean). 

A GEXTLEMAN named (river in Virginia) (mountains in 
New Hampshire) sent (a river in Brazil) to the store of 



PUZZLES AND PROBLEMS. 97 

the (mountains in Washington Territory) to order some 
(islands in the Pacific ocean) es for the wedding of his 
(city in France). The groom was (lake in New York) 
* (peak in British America), and the bride was named (city 
in Italy) (city in Texas), although the bridegroom said. he'd 
rather (city in Cuba) or (city in North Carolina) than (city 
in France) as she was so (islands near England). It was 
this same man who went hunting one day and brought 
home a (cape of South America), which he had taken from 
a (lake in Maine). As he wanted a (river in Michigan) 
wedding, he had ordered such quantities of (bay on coast 
of Long Islands) s, (town in New Jersey), (islands in 
Malaysia), (river in Idaho), and (country in Europe) that 
people thought he could not be (river in France). The 
bride had a dress of (city in France), a (city of Italy) hat, 
a handsome (mountain in Oregon), and one of her gifts was 
a (islands in the Atlantic). It was (sea on coast of Asia). 
On their tour the pair met with a great (cape east of 
Australia). The day was (lake north of Minnesota) and 
the air very (mountains in North Carolina) and the path 
along which they strolled was (island south of Connecticut) 
and (lake in New York) so they were in constant (cape of 
North Carolina). Once they forgot to (cape off North 
Carolina) and met (city in France). In their hurry to 
escape, the bride fell over a (capital of one of the United 
States) and raised a (mountain in North Carolina) and 
(mountain in the eastern part of the United States) on her 
forehead, and her (sea east of Australia) jewelry was broken 
to pieces. While she was getting well the bridegroom dug 
some (city in Germany) and tried to catch (cape of Massa- 
chusetts), but slipped from the (cape in the south of 
England) and had an unexpected (city in Maine). The 



98 SCHOOLROOM GAMES AND EXERCISES. 

water was very deep, and he was in (point on coast of 
Australia) of being swallowed by (country in Europe). 
He wished Noah could be there to rescue him in a (city of 
New Jersey). At last he reached the shore, mounted a 
horse, and holding it by its (one of the United States) was 
soon snug in (a sea in the south of Europe). This happened 
in (cape of New Jersey) during some (cape on Pacific coast 
of the United States). 

2. — A (River in Idaho) Story. 

One fine day a friend of mine named (two towns in 
Maine) suggested that we should take advantage of the 
(mountains in Alaska) by going to drive. 

We trotted slowly past the (town in Kentucky), where 
an exciting game of (town in Wisconsin) was going on; 
and after passing through the (town in Vermont) of the 
town, were soon enjoying the refreshing coolness of the 
woods. 

Suddenly the horse gave a (point on the coast of Eng- 
land) and (city in West Virginia) in the narrow road, 
bordered by high (strait in British America), the carriage 
overturned, and we were both thrown out. Fortunately 
this did not prove a serious (cape in Australia), for we were 
but slightly bruised, and the horse made no attempt to run. 

On looking about to discover a (bay in Ireland), to our 
steed's fright, strange enough in such an unfrequented 
(lake in Canada) spot I suddenly perceived in the middle 
of the road a large (sea of Europe) (river in Idaho), with 
(sea of Asia) spots. 

While (town in Maine) was trying to right the buggy, 
I cautiously advanced, and seizing a (city in Arkansas), 
hurled it with all my force at the (river in Idaho). 



PUZZLES AND PROBLEMS. 99 

My aim did not prove (bay in Africa), and the animal's 
head was smashed to (river in Australia). 

" (City in Arizona), (city in North Carolina) ! " cried my 
friend. " Hereafter in any such (bay in Australia), I shall 
rely on you to (river in Austria) me." 

The coast being now once more (cape in Ireland), we 
finished our drive in (river in British America), without 
further excitement than that caused by a (cape in New- 
foundland) with a team that tried to pass us. 

I for one was glad to come in sight of the (city in 
Germany) of our little town ; and after a joyful (island in 
the Indian Ocean) with my family, was quite ready to say, 
(cape in Greenland) to (town in Maine), notwithstanding 
his (cape in Washington Territory) on the subject of my 
bravery. 

3. — The Naughty (Islands in New York State). 

There was a lady named Mrs. (a city in New Brunswick), 
who had in her charge (three islands in New York State), 
whose mother was (a sea in Europe). The eldest was 
called a (city in Virginia), and the two younger ones (two 
cities in West Virginia). Their father and uncle were (an 
island in Polynesia), and had, from time to time, sent 
them a great many presents. Among them was a beautiful 
(islands off the Avestern coast of Africa), a hat made of 
(a city in Italy) and a (river in California) from the 
(city in France) of a (lake in Canada), and a scarf-pin 
made of (a sea in Polynesia). 

One (a lake north of Minnesota) day Mrs. (a city in New 
Brunswick) went out to buy three yards of (a city in 
Hindostan), five pounds of (an Island in Canada), and two 
pounds of (a river in Idaho). As soon as she had gone, 



100 SCHOOLROOM GAMES AND EXERCISES. 

these (three islands in New York State) thought there 
would be some (an island belonging to Denmark) making 
a (island in New York State). They could not start it, 
so they poured on some (a country in Europe). Such a 
blaze ! The younger ones were frightened, so (the city in 
Virginia) threw on some (a spring in Nevada) water, that 
quenched the (an island in New York State). (The city 
in Virginia) received a bad (a city in Switzerland). When 
the fright was over, they all declared they would (a cape 
in North Carolina), and never be found on such a (river 
in Germany) again. 

4. 

Once upon a time there lived a gentleman named Mr. 
(port in Australia) who had two sons, the elder of whom 
was named (port in Australia), and the younger (town in 
Australia). 

One day (port in Australia) and (town in Australia) 
determined to go to sea, so they embarked in a vessel 
named the (river in Egypt). 

During the voyage they had very fair weather, but 
nothing particular occurred. At last they came to some 
islands in the Pacific, where, as the savages seemed very 
(islands in the Pacific) they landed and were shown into 
the j3hief's hut; but after speaking to his majesty for a 
short time, they thought him on the whole rather (islands 
in the English channel) than otherwise. However, they 
said to each other that it was best to keep on good terms 
with him; so, to insure his friendship, they presented 
him with an (province in Ireland), which he seemed to 
take a great fancy to, some (island near Inverness) and 
a dog named (county in Ireland), which inspired some of 
them with no small fear, as they had never seen any 



PUZZLES AND PROBLEMS. 101 



animal larger than a rat. Then, having passed a pleasant 
evening, they were about to take their departure, which, 
however, they did in a very different manner from what 
they had anticipated, for the (island near Inverness) having 
got into the chief's head, this gallant (river in Alabama) 
attempted to detain them, so they were only too glad to 
run away in order to esca]3e his (cape in Scotland). 

They then embarked, and after a very pleasant voyage, 
reached England safely, whereupon (port in Australia) and 
(town in Australia) went immediately to see their father, 
who was extremely happy to find that they had returned 
in safety. 

5. — An (Island of the East Indies) Story. 

We (lake in Ireland) s were not at all a rich family, but 
on this particular day, you could not have found in the 
whole town three happier children than (river in Asia), 
(town in Turkey), and I. 

We went to (town in ISTew Zealand) in the morning, 
and the minister preached a long sermon on (bay in 
Labrador), and told us the legend of the (island off the 
coast of England) (one of the Leeward Islands). Occasion- 
ally our thoughts would wander to the presents we had 
just received. Mine was a lovely (river of Mississippi) 
fan, (town in Turkey)'s a necklace of (cape of Madagas- 
car) beads, with a pendant in which was embedded a 
tiny (river in Russia), and (river in Asia)'s, a (one of the 
Caroline islands) new sled. 

Our cousins (island off the coast of Ireland) and (river 
in British Columbia) (city in Massachusetts) came to 
spend the evening with us, and helped us to decorate the 
rooms with (mountain in Vermont). Some one expressed 



102 SCHOOLROOM GAMES AND EXERCISES. 

a (village in Kansas) to try the sled; so as it was (lake 
in California), bright moonlight, we put on (town in Eng- 
land) jackets, and sallied forth into the (river in France) 
that is behind the house. The (mountains in Africa) shone 
like (mountains in Africa), and the coast was so slippery 
that we met with numerous (river in Oregon) ; but we 
were too (headland on Martha's Vineyard) a (town in 
England) to mind trifles ; we braved the (cape of Alaska) 
(river in Wyoming) for several hours, until at last a 
terrific blast caused us to make a (town in Ireland) for 
the house. 

6. 

Three young ladies (a city in South Carolina), (a town 
in the eastern part of Arkansas) and (a harbor west of 
Florida) were invited to a ball. The eldest arrayed her- 
self in a dress of (a sea north of Eussia) silk, with a long 
train, and (a sea north of Australia) ornaments on her 
neck and hair. They all said that she looked like a 
beautiful (a river of Australia). The second sister wore 
a (bay in the north of Michigan) dress with a (town in 
the north of France) lace overskirt. The youngest, a 
little blonde with (mountain in British America) curls, 
wore a dress of white (city in the south of France), with 
(mountains in Pennsylvania) trimmings. She also wore 
a waving (river of California) in her hair. There was 
about her a faint (river in Prussia) of (noted city on the 
Rhine). She was pronounced the (island west of France) 
of the evening. The air was (country in South America), 
though (cape south of Ireland), and the (island east of 
Boston) shone brightly. The young ladies were wrapped 
in (cape south of Florida) and (a river in Pennsylvania). 



PUZZLES AND PROBLIIMS. 103 



7. 

It was a (lake in Indiana) day, and (an island in the 
Pacific Ocean). The ground was covered with (mountains 
of Africa), and we could (mountains of California) very 
well. My cousins and I coasted till we heard the (county 
of Texas) ring for dinner. The (bay in the southern 
extremity of Africa) was spread in grandmother's dining- 
room. 0, what a sight ! A roasted (lake in California) in 
the centre, and hot biscuits, — but the (most populous 
county in Illinois) put too much (a lake in Louisiana) in 
them to suit me; some mince-pies, with some (islands 
near Borneo) in them; and many other puddings, etc. 
After dinner we went up to the garret to play; but we 
made such a (lake in New York) that our mother had us 
come down. Old Doll was at the gate with tinkling bells, 
and we went home by the light of the (mountains of 
Africa), with hopes of another (town in Ohio) time at 
grandmother's. 

MISSING MOUNTAINS. 

The name of some mountain, or chain of mountains, in 
Europe will be found to rhyme with the last word of the 
first line of each couplet. 

1. If I ever visit foreign parts, 

I should like to see the famous : 



If I wished for scenery wild and rural, 
Of course I should seek it in the 



Or in sultry weather I'd take my ease 

On the snowy tops of the ; 

Then if Fd go where the grapevine twines, 
I'd wander about the ; 



104 SCHOOLROOM GAMES AND EXERCISES. 

6. But if the weather were cold and pluvious, 
'Twould be best to winter by Mount ; 

6. And then, in search of air still purer, 
I'll hie me to the green Swiss ; 

7. And take a look at landscapes Swiss 
While traversing the Mount ; 

8. And, as an Indian counts his scalps, 
Carve on my stick the names of ; 

9. Gazing upon eternal snows 

From the far summit of Mount ; 

10. Not being ready with our pens, 

We can't describe the French ; 

11. I'll set myself a task still harder. 
And climb the Sieri'a ; 

12. None being so fond of talk as us, 
We'll learn Circassian on the : 



13. Too tired, though, to have a talk on 
The summit of the lofty . 



NAMES OF MOUNTAINS. 

1. A SAD elevation. 2. A waterfall. 3. An insurance 
company. 4. A help at school. 5. An English poet. 6. 
Where Paul preached. 7. A musical instrument. 8. Also 
leisure. 9. A fisherman is. 10. Paper not written on. 11. 
A political meeting and ourselves. 12. A number, a let- 
ter, and ships avoid. 13. A species of dog. 14. A hero's 
crown and an elevation. 15. A learned woman. 16. A 
round article and an Eastern ruler. 17. A " mighty " 
instrument, and makes up a base-ball club. 18. Decides 
cases. 19. A dog bays at. 20. Used in vegetable bitters. 
21. Is desirable for sailing parties. 22. Necessary to a 
candle, and the noise of an animal. 23. A marble, lively, 
and a joint. 24. Cleansing, and a weight. 25. A fish, 
part of the body, and a girl's name. 26. A pronoun, and 



PUZZLES AND PROBLEMS. 105 

a tool, 27. To deface, and a letter. 28. A fruit, a letter, 
part of the face, and a girl's name. 29. An animal, a 
letter, and a great noise. 30. A barrel and help. 31. An 
animal and dexterity. 32. Part of a horse's harness, and 
where it is placed. 33. Must not go before the horse, and 
past. 34. What one must be who cannot guess this puzzle. 



NAMES OP RIVERS. 

1. A NUMBER, a vowel, and a division of water. 2. An 
animal and cleared land. 3. A vegetable. 4. A reptile. 
5. A boy's nickname and a large insect. 6. An American 
writer. 7. A color and the name of a tree. 8. To lift 
and a preposition. 9. A color and a rock. 10. To burden 
and earth. 11. To rescue and a girl's name. 12. A girl's 
name and a body of water. 13. To cut down grain, and 
a bird. 

NAMES OF TOWNS. 

1. Disordered in mind and to disencumber. 

2. A state of opposition and a dentated instrument. 

3. Part of a circle and a piece of ancient money. 

4. State of equality and part of the verb to be. 

5. Part of the human body and part of a snail. 

6. Come to life and the evergreen oak. 

7. Vessels and a bank to confine water. 

8. A French coin and a castle. 

9. A young pike and a male child. 

10. To leap and an expression in heraldry. 

11. A harbor and a region. 

12. A store and a measure of weight. 



106 SCHOOLROOM GAMES AND EXERCISES. 



ACROSTICS. 
1. 

An island belonging to, and lying east of Massachusetts. 

The capital of south Australia. 

A country of Northern Europe. 

A city yet in existence, which was the residence of 
David, Abraham, and the patriarchs. 

"The Queen of the Sea." 

The capital of one of the United States. 

A city of France. 

A city of Switzerland. 

One of the five great lakes. 

The finals spell the name of a state, the initials, its 
capital. 

2. 

A river in Ireland. 

A river in India. 

A river in Russia. 

The largest river in Western Asia. 

A river in France. 

A river in Italy. 

A river in Prussia. 

A river in North America. 

A river in Siberia. 

The initials name an important seaport in Europe. 

3. 

A city in Switzerland. 
A town in France. 
A city in Scotland. 



PUZZLES AND PROBLEMS. 107 

A lake in North America. 

A range of mountains in Europe. 

A river in Germany. 

The initials name a country in Europe, and the finals 
its capital. 

4. 

What all boys have played. 
A boy's name. 
Most women do. 
A kind of story. 
Obtained from whales. 
Used for building purposes. 

The initials and finals name two cities in Massachusetts. 

5. 

An important city of Pennsylvania. 

A city of Turkey in Europe. 

An island of Africa. 

A small kingdom of Europe. 

A city of New York. 

A river and bay of New Jersey. 

A city and bay of Ireland. 

The initials name an important commercial city of 
Northern Europe; the finals name the country in which 
the city is situated. 

6. 

A city in Germany. 

A city in Russia. 

A town in the Netherlands. 

A town in Scotland. 



108 SCHOOLROOM GAMES AND EXERCISES. 

A city in Italy. 

A province in Switzerland. 

The initials and finals give the names of two celebrated 
musicians. 

7. 

One of the West India Islands. 
A cape in Spain. 
A river in North America. 
A city in the United States. 
A city in Virginia. 

The initials form the name of a celebrated ancient poet, 
and the finals his great work. 

8. 

A town of Thrace. 
One of Helen's snitors. 
A people of Greece. 
Presides over the Muses. 
A terrestrial god. 

The initials name the father of the Pleiades ; the finals, 
a famous musician. 

9. — Shakespearean Initials. 

The moon, in russet mantle clad, 

Walks o'er the dew of yon high eastern hill. 

Hamlet. 

0, what a goodly outside falsehood hath ! 

Merchant of Venice. 

The night is long that never finds the day. 

Macbeth, 



PUZZLES AND PROBLEMS. 109 

The course of true love never did run smooth. 

Midsummer Night's Dream. 

While that the armed hand doth fight abroad, 
The advised head defends itself at home. 

King Henry V. 

Sweet mercy is nobility's true badge. 

Titus Andronicus. 

Find who have said these famous words, and their initials 

take ; 
The name of one of Shakespeare's plays you'll find that 

they will make. 



NUMERICAL ENIGMAS. 
1. 

I AM composed of thirteen letters. 

My 9, 6, 11, 7, 13, is one of the United States. 

My 6, 7, 7, is a cape on the Atlantic coast of the United 
States. 

My 3, 10, 6, 11, 7, is a country in Europe. 

My 10, 6, 7, 6, 9, 6, is a celebrated isthmus. 

My 8, 12, 5, 13, is a lake in the northern part of the 
United States. 

My 9, 11, 3, 4, 5, 4, 3, 11, 10, 10, 5, is a river in the 
United States. 

My 10, 8, 12, 4, 11, 6, 7, is a gulf in Asia. 

My 10, 8, 1, 2, is a country in South America. 

My 10, 6, 12, 5, 3, is a large city in Europe. 

My whole is a country in the Eastern Hemisphere. 



110 SCHOOLROOM GAMES AND EXERCISES. 

2. 

I am composed of seventeen letters. 

My 8, 17, 1, 12, 7, 6, 5, is a river. 
My 10, 3, 15, 16, is a cape of the United States. 
My 12, 8, 6, 3, 1, 13, is the name of a town in Texas. 
My 3, 1, 11, 5, is a mountain of Europe. 
My 14, 12, 7, 3, 8, is a county of Virginia. 
My 7, 5, 11, 8, 12, 11, 14, is the capital of one of the 
United States. 

My 12, 9, 11, 5, is an island. 

My 17, 6, 14, 12, 3, 16, 8, is a country of Africa. 

My 5, 16, 13, 7, is a sea of Asia. 

My 11, 5, 1, 13, 6, is a British colony. 

My 5, 12, 16, is an oasis in the Great Desert. 

My 1, 13, 16, is a river. 

My 15, 1, 7, 17, 8, is a range of mountains in Africa. 

My 10, 6, 9, 16, 3, 8, is an island in the Atlantic Ocean. 

My 1, 9, 16, 16, 3, 8, is a strait. 

My whole is one of the greatest wonders of nature. 

3. 

I am composed of forty-five letters. 

My 44, 20, 31, 28, 24, 2, 10, is a group of islands in Asia. 
My 3, 5, 21, 40, 9, 23, is a city in Asia. 
My 4, 32, 42, 39, is a mountain in Europe. 
My 16, 41, 2, 8, 13, 12, is a river in North America. 
My 43, 11, 20, 45, 1, is a sea in Europe. 
My 37, 31, 14, 39, 6, is a lake in Africa. 
My 17, 18, 27, 15, 31, 39, 7, is a cape projecting into the 
Pacific Ocean. 



PUZZLES AND PROBLEMS. Ill 

My 18, 15, 27, 2, IQ, 3G, is a lake in California. 
My 6, 28, 33, 34, 35, is a strait in Europe. 
My 31, 30, 11, 29, 20, 44, is a mountain in Germany. 
My 38, 25, 26, is a river in India. 

My whole is a verse in the Book of Proverbs. 



4. 

We were once at a picnic, for which a name made up of 
twenty-five letters furnished us with abundant supplies. 

For fish we had 7, 9, 15, 21, 11, 23, 16, 4 ; 12, 13, 23, 20, 
18 ; and one 11, 13, 4. 

For meats cold, 18, 14, 7 ; and something purporting to 
be a young 15, 18, 2, 20, 21. 

With this we took a 15,^23, 6, 20, 21, 13, 23. 

For drinks there were 17, 16, 19; 7, 5, 3, 10; and 6, 
4,22. 

We had also 20, 19, 21, 22 ; and 12, 2, 16. 

Our fruits were the 12, 16, 6, 20, 18 ; 12, 11, 14, 23 ; 15, 
18, 13, 23, 23, 25 ; and 24, 12, 12, 3, 16. 

We finished with 1, 24, 17, 22, 23 ; 5, 20, 11 ; and 2, 15, 
11, 20, 23, 16, 24, 8. 

The twenty-five letters form the name of a celebrated 
novelist. 

5. 

I am composed of nineteen letters. 

My 11, 6, 13, 15, 8, 10, was a king who was very much 
flattered. 

My 11, 19, 12, 7, 1, 16, 3, 4, was a distinguished general. 
My 7, 2, 4, 8, 18, 13, was the most noted of the Puritans. 



112 SCHOOLROOM GAMES AND EXERCISES. 

My 14, 15, 10, 16, 13, 16, 3, 10, 6, 13, 18, 17, saved her 
husband's life. 

My 3, 6, 8, 5, 7, 10, 17, was an English bishop. 
My 11, 9, 6, 15, 11, 16, 19, was a celebrated poet. 

My whole headed a long line of kings. 

6. 

I am composed of twenty-four letters. 

My 7, 5, 22, 2, 17, 9, 18, 10, 3, 21, was first President. 
My 4, 12, 24, 13, 23, 8, was fifth President. 
My 15, 5, 13, 13, 20, 6, 23, 9, was ninth President. 
My 19, 5, 14, 8, 6, was commanding general at Bur- 
goyne's defeat. 

My 11, 23, 13, 1, 16, was the hero of Molino del Eey. 

My whole is an American hi^orian. 

7. 
I am composed of twenty-one letters. 

My 19, 9, 21, 20, 10, 15, was a mountain in Gaul. 
My 2, 14, 15, 13, 16, 17, 5, Avas the son of Pelias. 
My 6, 7, 21, 2, 16, 9, 13, were a people of Aquitania. 
My 9, 1, 9, 16, 10, 15, was a city of the Volsci. 
My 5, 7, 8, 2, 14, 11, 15, was the goddess of the sea. 
My 1, 7, 14, 4, 21, was the son of Vulcan. 
My 3, 20, 18, 17, 13, was the son of ^neas. 
My 16, 12, 19, 18, 4, 5, was a Eoman surname. 
My 21, 9, 8, 9, 20, 1, 11, 2, was the capital of the 
Parthians. 

My 15, 14, 1, 7, 19, 3, 2, was a Eoman feast. 
My 14, 15, 9, 10, 9, was a city of Etruria. 



PUZZLES AND PROBLEMS. 113 



My 9, 6, llj 17, 13j was a surname of Bacchus. 

My 3, 18, 11, 7, was the daughter of Numitor. 

My 10, 2, 9, 16, 3, 15, was a country north of the Po. 

My 6, 7, 1, 14, 2, was a town of Numidia. 

My 8, 11, 1, 4, 5, was a river in Vindelicia. 

My whole was a Eoman poet. 

8. 

I am composed of seventy-six letters. 

My 14, 3, 46, 24, was a famous poet, contemporary with 
Horace. 

My 11, 2, 18, 10, 19, 27, was a hero who fought in the 
Trojan War. 

My 15, 26, 33, 4, 16, was another name for Odin. 

My 63, 8, 52, 76, 41, 39, was a German god, called " The 
Good." 

My 30, 70, 1, 37, 9, 22, 13, 59, 64, was the sacred plant 
of the Druids. 

My 45, 12, 60, 74, 56, presided over marriage. 

My 25, 73, 53, 57, 42, 75, was the wife of Odin. 

My 58, 61, 72, 34, was cup-bearer to the gods. 

My 49, 28, 40, 32, was called ^^The Thunderer." 

My 38, 67, 52, 31, 23, was stolen by Paris. 

My 17, 55, 20, 29, 5, was the Greek who persuaded the 
Trojans to draw the wooden horse into Troy. 

My 54, 46, 71, 50, 16, 41, was a Hindoo deity. 

My 47, 69, 35, 62, 40, 20, was a famous ferryman. 

My 43, 7, 9, 59, 21, 17, were slaves. 

My 48, 35, 68, 51, 71, is the abode of departed spirits. 

My 6, 75, 62, was presided over by Mars. 

My 57, 12, 65, 74, 1, Avas a king of Lydia. 



114 SCHOOLROOM GAMES AND EXERCISES. 

My 36, 55 24, 19, was a celebrated queen of Carthage. 
My 44, 53, 71, 33, 14, 60, was presided over by Minerva. 

My Avhole is an oft-quoted couplet written by Lord 
Byron. 

9. 

I am composed of sixty letters. 

My 21, 6, 25, 48, 43, 45, 53, 59, was a celebrated princess 
of Greece. 

My 1, 37, 42, 2, 10, 9, 55, 54, 12, 26, 30, was the son of 
a king of Egypt. 

My 4, 29, 34, 13, 30, 5, were searuymphs. 

My 23, 14, 57, 35, 16, 50, 17, was a surname of Diana. 

My 20, 8, 44, 18, 56, 21, 54, 19, was a scold. 

My 15, 3, 11, 36, 38, 51, was the mother of three thou- 
sand daughters. 

My 39, 58, 40, 22, 44, 33, was one of the Gorgons. 

My 24, 50, 27, 41, 25, was a giant. 

My 7, 29, 60, 55, was a queen. 

My 32, 52, 46, 19, 4, were goddesses. 

My 28, 37, 47, 59, was the daughter of Juno. 

My 49, 26, 6, 31, was an Edomite. 

My whole is worth remembering. 

10. 

I am composed of twenty-nine letters. 

My 8, 19, 2, 17, 27, 23, 11, is a poem by Burns. 

My 6, 15, 13, 20, is a prominent character in Shake- 
speare. 

My 7, 25, 3, 29, is fully delineated by the great 
dramatist. 



PUZZLES AND PROBLEMS. 115 

My 22, 10, 9, 11, 29, is a great cliaractur in comedy. 

My 12, 16, 2, 5, 2C, 23, 15, 6, 11, is a poem by Long- 
fellow. 

My 1, 18, 28, 23, 14, 4, 7, 1, 21, 19, is a famous poet. 

My 19, 4, 13, 20, 29, 11, 15, 3, 4, 2G, is a poem l)y 
Wordsworth. 

My 11, 24, 15, 1, 7, 13, is a great name in literature. 

My whole is a quotation from Shakespeare. 



CROSS-WORD ENIGMAS. 

1. 

My first is in Frank, but not in Joe ; 
My second is in deer, but not in doe ; 
My third is in infant, but not in child ; 
My fourth is in gentle, but not in mild ; 
My fifth is in cat, but not in dog; 
My sixth is in hole, but not in bog; 
My whole is a country in Europe. 

2. 

My first is in cap, but 'tis not in the bow ; 
My next is in Andrew, but 'tis not in Joe ; 
My third is in pillow, but not in the bed 
My fourth is in iron, but 'tis not in lead 
My fifth is in fish, though 'tis not in eel 
My sixth is in otter, but 'tis not in seal 
My seventh is in purple, but 'tis not in blue ; 
My eighth is in one, but it is not in two ; 



116 SCHOOLEOOM GAMES AND EXERCISES. 

My ninth is in April, but 'tis not in June; 
My tenth is in piano, but 'tis not in tune ; 
My whole is a place which is very well known, 
On the map of America always 'tis shown. 

3. 

My first is in stag, but not in elk ; 

My second is in cream, but not in milk ; 

My third is in shoe, but not in boot; 

My fourth is in laugh, but not in hoot ; 

My fifth is in hot, but not in cold; 

My sixth is in bought, but not in sold; 

My seventh is in hornet, but not in bee ; 

My eighth is in tied, but not in free ; 

My ninth is in shot, but not in gun; 

My tenth is in play, but not in fun; 

My eleventh is in fish, but not in eel; 

My twelfth is in stern, but not in keel; 

My whole is the name of an island. 

4. 

My first is in tin, but not in zinc; 

My second is in eye, but not in blink; 

My third is in green, but not in blue ; 

My fourth is in nothing, not even you ; 

My fifth is in j'^oung, but not in old ; 

My sixth is in silver, but not in gold ; 

My seventh is in moon, but not in sun ; 

My eighth's not in pistol, but always in gun ; 

My whole is the name of a poet of fame. 

And if you don't guess it, I won't be to blame. 



PUZZLES AND PROBLEMS. 117 



HIDDEN NAMES. 
States and Territories. 

1. Is all the ore gone in the mine yon delve ? 

2. The columbiad was used in eighteen hundred twelve. 

3. The cut — ah me ! it smarts like flame. 

4. Louis, I anagram your name. 

5. Birds of the north carol in a dale. 

6. Birds of the south carol in a vale. 

7. Adel a war engaged in with Aden. 

8. Said I, O Avait for me, pretty maiden ! 

9. Noah reached from the ark, an' sassafras picked he. 

10. Will you go to the Calif, or Niagara to see ? 

11. I knew Yorkshire is in England, did you ? 

12. I knew Jersey is in the English channel, too. 

13. doctor, ill I noise can bear. 

14. Sailors miss our Indian summer air. 

15. In Diana you see a goddess fair. 

16. The Neva dashes a rushing race. 

17. Put a comma in every proper place. 

18. When storm-shaken, tuck your pants in your boots. 

19. Give Mary landaus for riding, her taste that suits. 

20. Once I had a cot; ah, now I have none ! 

21. But oh! I ought never to live alone. 

22. Two towns to connect, I cu.t a railroad between. 

23. His face was florid at morning when seen. 

24. Thalaba made poet Southey's fame. 

25. Eage or Giant Despair o'ercame. 

26. I shall do some washing to-night, she said. 

27. Eternal snows cover Mont Blanc's head. 



118 SCHOOLROOM GAMES AND EXERCISES. 

28. It exasperates me to hear that sound. 

29. Mount Ida houses have galleries around. 

30. Many a color a dolphin shows ere dead. 

31. The common tanager is partly red. 

32. I can teach you to make nice Indian bread. 

33. " Were the tastes of Penn sylvan ? " I asked of Ned. 

34. "Morn is dewy; mingle in games," she said. 

35. Come, Missis, sip pigeon-broth made at the lire. 

36. Eaphael's pictures of the Virgin I always admire. 

Cities, etc. 

In the palmy, radiant month of May, 

No other than its opening day, 

A boy walked over Montserrat 

To botanize for his Uncle Pat. 

Mosses and lichens he gathered enough. 

Entangled with thorns and briers rough; 

Ocra, cowslips, and lilies blanc, 

Asters, pinks, and the rose verplanc ; 

But when from the mountain he came down, 

Patrick, his uncle, Avas out of town ; 

So he took a staff or divining-rod. 

To search for "cities beneath the sod." 

0, many a one in the olden time 

Was swallowed up for its sin and crime ; 

And he plunged his rod in here and there, 

For deep the buried cities were ; 

And sounded a cymbal, because sound 

Might shake those cities underground. 

Which are chiefly on sulphur and bitumen found. 

The boy is trying to dig up 



PUZZLES AND PROBLEMS. 119 

Saline relics, a crystal cup, 

A tripod found in a den of pitch ; 

The bronze vase that adorned a niche; 

A spear once used in a giant's cause, 

Wayfaring men it oft made pause ; 

An amber necklace Lot's wife worej 

An opal Myra's finger bore ; 

A baby long since petrified ; 

The best of mothers mummified; 

A marble head — But stop exploring, 

We all are bored with so much boring. 

Twelve Capes of the United States. 

If earnest Lu Case is able to change the codes and 
manners of Charleston people, then rye should not be made 
into whiskey, and the mayor must look outside to catch 
a rogue. Though the critics chatter as fast as Nero, 
mankind should be uplifted. 

Ten Rivers Spelled. Backwards, 

You would have been of no use. Major, for, if I hadn't 
found a glove, he would have bled to death under the 
window. I tried to stop Pete, both times, for I needed 
him to go to the cellar. Useful he was ; only, when he 
brought the box of salve, his life, you see, depended on 
my exertions. 

SCATTERED TOWNS. 

Find the name of an important town in the State of 
New York in each of the following sentences, by taking 
one letter from each word; 



120 SCHOOLROOM GAMES AND EXERCISES. 

1. Strawberries are larger and sweeter on young plants. 

2. Tribulation usually follows frivolous and lawless con- 
duct. 

3. Set your shoulders far back ; you stoop egregiously. 

4. Our pets require much patience. 

5. Are you coining home when school term ends, Sarah ? 

6. Will Constance have birthday cards, aunty? 

7. Send me, with Mary's book, your kaleidoscope. 

8. Flowers will bloom in rainy weather. 

9. Almost all boys like long yarns. 



REBUS. 

My first is a country in Asia. Change my head, and I 
am a small country of Africa. Behead, and I am an 
ancient name of a part of Europe. Prefix a letter, and 
drop the last two letters, and I become a celebrated river. 
Change the last letter, and I am a country in Asia. 



BISHOP OF OXFORD'S PUZZLE. 
I HAVE a trunk with — 

1. Two lids. 

2. Two caps. 

3. Two musical instruments. 

4. Two established measures. 

5. A great number of things a carpenter cannot dis- 
pense with. 

6. I have always about me a couple of good fish. 

7. A great number of smaller ones. 

8. Two lofty trees. 



PUZZLES AND PROBLEMS. 121 

9. Fine flowers. 

10. The fruit of an indigenous plant. 

11. Two playful animals. 

12. A number of smaller and less tame breed. 

13. A fine stag. 

14. A great number of whips without handles. 

15. Some weapons of warfare. 

16. A number of weathercocks. 

17. The steps of a hotel. 

18. The House of Commons on the eve of a division. 

19. Two students and a number of Spanish grandees to 
wait upon them. 

20. A wooden box. 

21. Two fine buildings. 

22. The product of a camphor and caoutchouc tree. 

23. Two beautiful phenomena. 

24. A piece of money. 

25. An article used by Titian. 

26. A kind of boat in which balls are held. 

27. An article used crossing rivers. 

28. A fine pair of blades without handles. 

29. Part of a carpenter's implement. 

30. A letter finished off with bows. 

31. Secure fastenings for the whole. 
All these are in the human body. 



SENTENCE ENIGMA. 

stand take to standing. 
I you throw my 



122 SCHOOLROOM GAMES AND EXERCISES. 



FOR THE LATIN CLASS. 

1. Make a correct sentence of these words and translate 
it: — 

quid tuae 
be est biae ? 
ra ra ra 
es et in 
ram ram ram 
i i 

2. Translate: Equus in stabnlum est et non est. 

3. Translate: Malo malo in malo vivere quam cum 
malo. 

4. Translate: Mus cucurrit plenum sed 

Contra meum magnum ad. 



CONUNDRUMS. 

1. What State is round at both ends and high in the 
middle ? 

2. Why is Paris like the letter F? 

3. Why is the wick of a candle like Athens ? 

4. What two cities in France describe a garment too 
large in every way ? 

5. What sea would make the best bedroom ? 

6. Why is Ireland likely to become rich ? 

7. Why is a man looking through a key-hole like a 
certain city in China? 

8. Why is Liverpool, England, like benevolence ? 



PUZZLES AND PROBLEMS. 123 

9. What two letters name a county in Massachusetts ? 

10. Why is Ireland like a bottle ? 

11. Who is our most distant relation ? 

12. Why should a Spaniard be the most enduring of 
mortals ? 

13. When is a poor white like a Guinea negro ? 

14. Why are only mad men drowned in Paris ? 

15. Why does an Englishman think Eome an unhappy 
city? 

16. Why is Berlin a dissipated city ? 

17. Why is Boston like a swan ? 

18. Why is Egypt like the city of New York? 

19. What island of New York does one seek in a shower ? 

20. What river does a hungry horse like ? 

21. What cape on the Atlantic coast is used for food ? 

22. What cape is often used as a caution ? 

23. What lake pretends to be level land ? 

24. What town is dangerous for animals with fins ? 

25. Why is Connecticut not afraid of the measles? 

MISCELLANEOUS PROBLEMS. 

1. Arrange the nine digits and a cipher in four ways^ so 
that each time their sum shall be 100. 

2. Divide 12 pints of liquid in a barrel equally between 
two persons, with only a seven-pint and a five-pint measure. 

3. A man wished to carry a fox, a goose, and a peck 
of corn over a river, but could take only one at a time. 
If he took the corn, the fox would eat the goose ; if he 
took the fox, the goose would eat the corn. How could 
he get them all across ? 

4. A gentleman once visited a prisoner, and some one 



124 SCHOOLROOM GAMES AND EXERCISES. 

inquired if they were related. Tlie visitor answered, 
"Brother and sister have I none, yet this man's father is 
my father's son." What relation was the visitor to the 
prisoner ? 

5. A snail was at the bottom of a cistern twenty feet 
deep. He climbed three feet each day, but fell back two 
feet every night. How many days would it take him to 
reach the top of the cistern ? 

6. The hands of a clock are exactly together at 12 
o'clock. When will they be together again ? 

7. What is the difference between six dozen dozen, and 
a half a dozen dozen ? 

8. Put down four nines so that they will make 100. 

9. A squirrel, finding a box containing nine ears of corn, 
took away three ears a day. How long was he in carrying 
away the corn ? 

10. There is a number which reads from right to left 
and from left to right the same. Its first two figures, 
if divided by a certain number, give a quotent of 9; the 
two numerals at the right, if divided by a certain number, 
give a quotent of 9. If the whole number is divided by 
9, the quotent contains a 9. If the whole number be 
multiplied by 9, the product contains two 9's. And if the 
two numerals at the left be placed under the two at the 
right, and added to them, the sum will be one-nineteenth 
of the whole number. What is the number ? 

11. How can a man plant 19 trees in 9 straight rows, 
having 5 trees in each row ? 

12. A convent was arranged with square cells on all 
sides opening into a central hall as in the diagram. 
Three monks occupied each cell, but the abbot in charge 
suspected that they sometimes left the building without 



PUZZLES AND PROBLEMS. 



125 



permission. In his nightly rounds, he therefore counted 
them, and if he found nine men in each of the four 
rows of cells he was satisfied that all was right. The 



3 


3 


3 


3 




3 


3 


3 


3 



monks learned this and took advantage of it. One evening 
six of them went away, but the others arranged them- 
selves so that the abbot found nine in a row as usual. 
Another day they had four visitors, and the next even- 
ing four returned their call; but still the rows counted 
up the same. At another time eight friends were with 
them, and, finally, grown very bold, they entertained 
twelve guests; but still the abbot counted nine in a 
row. How could this be? 



13. This square contains thirty-six small squares. 
Place six dots, one in a square, so that no two shall be 
in the same row of squares, either diagonally or at right 
angles. 



126 SCHOOLROOM GAMES AND EXERCISES. 

14. This diagram represents two connected squares. 
How can they be reduced to a single square by making 
two straight cuts ? 



Key to Puzzles and Problems. 



Character Hints. 

1. Adam. 2. Benjamin Franklin. 3. Sir Isaac Newton. 
4. Wolsejj Richelieu, Mazarin. 5. Martin Luther. 6. 
Shakspeare. 7. Lord Bacon. 8. John Brown. 9. Julius 
Caesar. 10. Columbus. 11. John Smith. 12. Elizabeth. 
13. Joan of Arc. 14. Man with Iron Mask. 15. King 
Alfred. 16. Methuselah. 17. Abraham Lincoln. 18. Al- 
exander. 19. John Milton. 20. Guy Fawkes. 21. Napo- 
leon. 22. Charles Dickens. 23. Livingstone. 24. Thomas 
a Becket. 25. Mary, Queen of Scots. 26. Eli Whitney. 
27. Edison. 28. Thomas Jefferson. 29. Amerigo Ves- 
pucci. 30. De Lesseps. 31. Voltaire. 

Historical Anecdote. 

Eichard Coeur de Lion, Bichard I., England, Henry II., 
Crusade, Palestine, 1191, Philip Augustus, France, Holy 
Land, Philip Augustus, Bichard, Leopold, Austria, St. Jean 
d'Acre, England, Eichard, Leopold, Henry VI., Germany, 
Eichard, Austria, Leopold, Eichard, Henry VI., John 
Lackland, England, Eichard, Blondel, England, Henry VI., 
Eighteen. 

Ellipses. 

1. Swift, Howitt, Hogg, Field, Bacon, Lamb, Browning, 
Cook, Burns. 

127 



128 SCHOOLROOM GAMES AND EXERCISES. 

2. Young, Gay, Hood, Lamb, Field, Gray, Fox, Hunt, 
Home, Lingard, Wordsworth, Steele. 

Puzzle Story. 

Hannah, Bab, Ada, Eve, Anna, Nan, Lil, Bob, Otto, 
Noon, Sis, Madam, Tenet, Nun, Pup, Tot, Gog, Peep, Deed, 
Minim, Eye, Gig, Civic, Aha, Gig, Tut-tut, Mam, Level, 
Tat, Did, Eedder, Toot, toot, Gag, Ewe, Pip, Pop. 

Geography Stories. 

An unfortunate bridal tour in (islands of the Pacific 
Ocean). 1. James, White, Negro, Baker, Sandwich, Nice 
(niece), George, Brown, Florence, Austin, Havana (have 
Anna), Charlotte, Havre (have her), Scilly, Horn, Moose- 
head, Grand, Oyster, Orange, Spice, Salmon, Turkey, 
Seine, Tulle, Leghorn, Hood, Canary, Yellow, Danger, 
Eainy, Smoky, Long, Crooked, Fear, Lookout, Lyons, Little 
Eock, Black, Blue Eidge, Coral, Worms, Cod, Land's End, 
Bath, Danger, Wales, Newark, Maine, Adriatic (a dry 
attic), May, Fairweather. 

2. Snake, Gardiner, Dexter, Fairweather, Bowling 
Green, Lacrosse, Highgate, Start, Wheeling, Banks, Catas- 
trophe, Clew, Lonely, Black, Snake, YelloAV, Gardiner, 
Little Eock, Snake, False, Flinders, Eureka, Charlotte, 
Encounter, Save, Clear, Peace, Eace, Spires, Eeunion, Fare- 
well, Gardiner, Flattery. 

3. Three Brothers, St. John, Three Brothers, Dead, 
Chesterfield, Moorefield, Winfield, Navigators, Canary, 
Leghorn, Feather, Brest, Swan, Coral, Eainy, St. John, 
Cashmere, Sugar, Salmon, Three Brothers, Funen (fun in) 
Fire, Greece, Chesterfield, Boiling, Fire, Chesterfield, 
Berne, Lookout, Spree. 



KEY TO PUZZLES AND PROBLEMS. 129 

4. Jackson, Philip, Sidney, Philip, Sidney, Nile, 
Friendly, Scilly, Ulster, Enm, Carlow, Eum, Warrior, 
Wrath, Philip, Sidney. 

5. Allen, Lena, Sophia, Christchurch, Comfort, Sophia, 
Amber, Bug, Lena, Strong, Clare, Jarvis, Worcester, Holly, 
Desire, Clear, Ulster, Lot, Moon, Crystal, Falls, Gay, 
Crewe, Icy, Wind, Rush. 

6. Florence, Helena, Charlotte, White, Coral, Darling, 
Green, Alengon, Brown, Tulle, Blue, Feather, Oder, Co- 
logne, Belle, Chili (chilly). Clear, Moon, Sable, Beaver. 

7. Clear, Christmas, Snow, Coast, Bell, Table, Goose, 
Cook, Soda, Spice, Racket, Moon, Pleasant. 

Missing Mountains. 

1. Hartz. 2. Ural. 3. Pyrenees. 4. Apennines. 5. 
Vesuvius. 6. Jura. 7. Cenis. 8. Alps. 9. Rose. 10. 
Cevennes. 11. Sierra Nevada. 12. Caucasus. 13. Bal- 
kan. 

Names of Mountains. 

1. Blue Ridge. 2. Cascade. 3. ^tna. 4. Atlas. 5. 
Hood. 6. Mars Hill. 7. Organ. 8. Andes (and ease). 
9. Hooker. 10. Blanc. 11. Caucasus. 12. Teneriffe (reef). 
13. Sheep. 14. Laurel Ridge. 15. Mitchell. 16. Balkan 
(khan). 17. Apennine. 18. Jura. 19. Moon. 20. Bitter 
Root. 21. Fairweather. 22. Wicklow. 23. Alleghany 
(alley, gay, knee). 24. Washington. 25. Carpathian (carp, 
a thigh, Ann). 26. Ural. 27. Marcy. 28. Appalachian 
(apple, h, eye, Ann). 29. Katahdin. 30. Cascade. 31. 
Catskill. 32. Saddleback. 33. Cartago. 34. Green. 



130 SCHOOLROOM GAMES AND EXERCISES. 



Names of Rivers. 

1. Tennessee. 2. Deerfield. 3. Onion. 4. Snake. 5. 
Tombigbee. 6. James. 7. Eoanoke. 8. Kaisin. 9. Yel- 
lowstone. 10. Cumberland. 11. Savannah. 12. Genesee. 
13. Mohawk. 

Names of Towns. 

1. Madrid. 2. Warsaw. 3. Archangel. 4. Paris. 5. 
Leghorn. 6. Bornholm. 7. Potsdam. 8. Frankfort. 9. 
Jackson. 10. Springfield. 11. Portland. 12. Stockton. 

Acrostics. 

1. NantuckeT, AdelaidE, SwedeN, HebroN, VenicE, 
Indianapolis, LimogeS, LucernE, EriE. 2. LeE, InduS, 
VolgA, Euphrates, EhonE, PO, OdeR, OhiO, LenA. 3. 
GenevA, RocheforT, EdinburgH, EriE, CarpathiaN, EmS. 
4. BalL, Otto, SeW, TalE, OiL, NaiL. 5. HarrisburG, 
AdrianoplE, MadagascaR, BelgiuM, UticA, RaritaN, 
GalwaY. 6. MunicH, OdessA, ZutpheN, Abbottsford, 
RomE, TyroL. 7. Haytl, OrtegaL, Missouri, ElmirA, 
RichmonD. 8. AbderA, TeuceR, Locrl, ApollO, SaturN. 
9. Horatio, Antonio, Malcolm, Lysander, Exeter, Tamora. 

Numerical Enigmas. 

1. Russian Empire. 2. The Falls of Niagara. 3. Hatred 
stirreth up strife, but love covereth all sins. 4. William 
Makepeace Thackeray. 5. William the Conqueror. 6. 
Thomas Wentworth Higginson. 7. Caius Valerius Catul- 
lus. 

8. Seven wealthy towns contend for Homer dead 

Through which the living Homer begged his bread. 



KEY TO PUZZLES AND PROBLEMS. 131 



9. Blessed are they that expect nothing, for they shall 
not be disappointed. 10. Love all; trust a few; do 
wrong to none. 

Cross- Word Bnigmas. 

1. France. 2. California. 3. Great Britain. 4. Tenny- 
son. 

Hidden Names. 
States and Tekritories. 

1. Oregon. 2. Columbia. 3. Utah. 4. Louisiana. 5. 
North Carolina. 6. South Carolina. 7. Delaware. 8. 
Iowa. 9. Kansas. 10. California. 11. New York. 12. 
New Jersey. 13. Illinois. 14. Missouri. 15. Indiana. 
16. Nevada. 17. Maine. 18. Kentucky. 19. Maryland. 
20. Dakota. 21. Ohio. 22. Connecticut. 23. Florida. 
24. Alabama. 25. Georgia. 26. Washington. 27. Ver- 
mont. 2S. Texas. 29. Idaho. 30. Colorado. 31. Montana. 
32. Indian. 33. Pennsylvania. 34. Wyoming. 35. Mis- 
sissippi. 36. Virginia. 

Cities, Etc. 
Palmyra, Dover, Vermont, Patmos, Eden, Ghent, Cracow, 
Lancaster, Stafford, Sodom, Crimea, Balbec, Atri, Aden, 
Hebron, Dan, Anam, Berne, Palmyra, Babylon, Thebes, 
Marblehead. 

Twelve Capes. 
Fear, St. Lucas, Sable, Cod, Ann, Charles, Henry, May, 
Lookout, Haro, Hatteras, Eoman. 

Ten Rivers Spelled Backwards. 

James, Volga, Elbe, Eed, Po, Obe, Ural, Fox, Dee, 
Pedee. 



132 SCHOOLROOM GAMES AND EXERCISES. 



Scattered Cities. 

1. Saratoga. 2. Buffalo. 3. Syracuse. 4. Utica. 5. 
Eochester. 6. Ithaca. 7. New York. 8. Elmira. 9. 
Albany. 

Rebus. 

Siberia, Liberia, Iberia, Tiber, Tibet. 

Bishop of Oxford's Puzzle. 

1. Eye-lids. 2. Knee-caps. 3. Drums (of the ears). 4. 
Feet. 5. Nails. 6. Soles (of the feet). 7. Mussels 
(muscles). 8. Palms. 9. Tulips (two lips). 10. Ears (of 
corn). 11. Calves. 12. Hares (hairs). 13. Hart (heart). 
14. Lashes. 15. Arms. 16. Vanes (veins). 17. In(n)- 
step. 18. Ayes and Noes. 19. Two pupils and tendons. 
20. Chest. 21. Temples. 22. Gum. 23. Iris (the rain- 
bow). 24. Crown. 25. Palette (palate). 26. Scull (skull). 
27. Bridge. 28. Shoulder-blades. 29. Teeth (of a saw). 
30. Elbows. 31. Locks. 

Sentence. 

I understand you undertake to overthrow my under- 
standing. 

For the Latin Class. 

1. super-he quid super-est tuae supe7'-'bme ? Ter-iSi es, 
et in ^e?'-ram i-bis. proud man, what remains of thy 
pride ? Dust thou art, and unto dust thou shalt return. 

2. The horse is in the stable and is not eating. 

3. I prefer to live on an apple on a mast rather than 
with a bad man. 

4. A mouse ran full but (butt) against my great to 
(toe). 



KEY TO PUZZLES AND PROBLEMS. 133 



Conundrums. 

1. Ohio. 2. It is the capital of France. 3. It is in the 
midst of Greece. 4. Toulouse and Toulon (too loose and 
too long). 5. Adriatic (a dry attic). 6. Because its 
capital is always Dublin. 7. He is Pekin. 8. It is 
founded on Mersey (mercy). 9. SX. 10. Because it con- 
tains a cork. 11. Our Aunt Tipodes. 12. Because he loves 
S(pain). 13. When he lives in Ashantee. 14. Because 
all the drowned are in Seine. 15. Because it 'as so many 
'ills. 16. It is always on a Spree. 17. It has a long Neck. 
18. Because it is a Nile land (an island). 19. Shelter. 
20. Hay. 21. Cod. 22. Lookout. 23. Champlain. 24. 
Fishkill. 25. Because it is Haddam (had 'em). 

Miscellaneous Problems. 

1. 80 + 19 + |-7- + frrl00. 

2i% + 97t| = 100. 

69 + t + fV + 23 + 7 = 100. 

92 + 7|f + TV = 100. 

2. 



t. dish. 
12 


5pt. dish. 



7pt. dish, 



7 


5 





7 





5 


2 


5 


5 


2 


3 


7 


9 


3 





9 





3 


4 


5 


3 


4 
11 


1 
1 


7 



11 





1 


6 


5 


1 


6 





6 



134 



SCHOOLROOM GAMES AND EXERCISES. 



3. First the goose, then the corn, bringing back the 
goose, then the fox, lastly the goose. 

4. Father. 

5. Seventeen. 

6. 5j\ minutes after 1 o'clock. 

7. 792. 

8. 99f. 

9. Nine days ; he took his own ears each time. 

10. 1881. 

11. In the form of a six-pointed star, having the rows 
extend from each point to the three most distant points. 

12. 



3 


3 


3 


3 




3 


3 


3 


3 




4 


1 


4 


1 




1 


4 


1 


4 



5 





4 










4 





5 




1 


1 


1 


7 




7 


1 


7 


1 



2 


5 


2 


5 




5 


2 


5 


2 
























9 






13. 



KEY TO PUZZLES AND PROBLEMS. 



135 






14. 



-V«t; 

/ 


/ 


/ 


/ 


» 

4 

I 


/ 


/ 





t 
• 



/ 





f 

9 


"■-- 


s / 


-.. 


I 

1 
1 ' 
1 / 



-^4' 



"AN ADMIRABLE BOOK/' 

The Travelling Law School 
and Famous Trials. 

[FIRST LESSONS IN GOVERNMENT AND LAW.] 
By BENJAMIN VAUGHAN ABBOTT, LLD. 



INTRODUCTION PRICE . . . 60 CENTS. 



The author has packed into the two hundred and twenty-eight 
pages of this volume about as much practical and important in- 
formation as they can well hold. Although it is put in form espe- 
cially for the instruction and information of young readers, there 
is no person outside the legal profession who may not learn from 
it something he did not know before, touching the laws of the 
country in themselves, as well as concerning his own rights and 
privileges under them. In the opening paper the author treats 
upon the nature of governments — national, state, and local — 
and shows why they are all necessary. He further describes the 
manner in which laws are made and administered. The plan of 
the book presupposes a party of young law students travelling 
from Boston to Washington, stopping on the way at Philadelphia 
and New York. They are under the guidance of a teacher, who 
loses no opportunity of impressing upon them lessons in their 
profession during their journey. For instance, he explains to 
them the legal rights of a passenger over a railroad, and supj)oses 
certain contingencies where questions of right would come up be- 
tween travellers and the corporation. An important paper is de- 
voted to " Bargains and Business," and another to "Money and 
Banks." A second part of the volume is devoted to an account of 
some famous trials in this country and Europe. 



From the Literary World. 

" The author's object is to give a series of first lessons on forms of 
government and principles of law. This is done by means of a very- 
slight framework of imagination, a large amoimt of anecdote and illus- 



tration, a singularly hioid explanatory style, an<l a fullness of knowledge 
that * backs' the narrative with uianiiest strength. Tlie Travdlbi;/ Lain 
School is a fictitious body, taken about from place to place; all the ob- 
jects and experiences encountered on the journey being examined in their 
legal aspects and relations, and their functions as such pointed out. 
Things that one can own are discriminated from things that are common 
property ; Boston, New York, and Washington are differentiated in their 
civil and political bearings ; the laAvs of the streets and the railroads, of 
nroney and the banks, of wills, evidence, fraud, and so forth and so on, 
are expounded by means of ' famous trials,' and otherwise in an ingenious, 
always entertaining, and thoroughly instructive manner. We do not see 
why a course of instruction along the line of such topics as these would 
not be a wise feature in many schools of the higher grade, for which Mr. 
Abbott's book would be an admirable text-book. The study of such a 
book would be in the nature of a recreation, so full is it of matters of 
living interest, while of its practical value there could be only one opinion. 
Structurally it is in two parts, the second of which, entitled * Famous 
Trials,' is separately paged." 



From the N. Y. Daily Sun. 

" The book is ostensibly written for boys, but it may be heartily com- 
mended to adult readers of both sexes. It is surprising how much sound 
law the author manages to insinuate in the guise of interesting incidents 
and pleasing anecdotes. Even they who are sickened by the scent of 
sheepskin and law calf, and who would as soon think of entering on a 
course of Calvinistic theology as on a study of jurisprudence, will imbibe 
through the author's cheerful narrative a good many useful notions of 
their legal rights and duties, just as children are persuaded to swallow an 
aperient in the shape of prunes or tigs. 

"In ' The Travelling Law School,' as the name implies, the reader is 
invited to accompany a" party of young students in a tour through several 
of the Atlantic States, the incidents of the journey suggesting succinct 
accovmts of the main features of federal, state, and municipal law. A 
much larger sum of information can be thus informally conveyed in 
about a hundred pages than w^ould at first sight be deemed possible; 
and notwithstanding the suspicion with which lawyers are apt to regard 
the transmission of knowledge through such a pleasant medium, we are 
able to vouch in this instance for its accuracy. We have been particu- 
larly struck by the light which the author manages to throw, in a quick, 
unaffected way, on the characteristic features of the American Constitu- 
tion. This he does by illustrations drawn from the organic laws of other 
countries possessing parliamentary institutions, and his references, on the 
whole, are singularly exact, though he might perhaps have laid more 
stress on the centralizing tendencies which survive in the executive 
branch of the French republican government. 

" The plan followed in ' Famous Trials ' is to take a given topic, like 
forgery, confessions, mistaken identity or circumstantial evidence, and to 
illustrate the points best worth remembering by some actual and interest- 
ing case in which they were strikingly brought out." 



The Interstate Publishing Company, 

30 Franklin St., Boston. 183, 185, 187 Wabash Ave., Chicago. 



THE NATURAL ARITHMETIC. 

By Zalmon Richards, A. M. 

PRINCIPAL OF THE ECLECTIC SEMINARY, WASHINGTON, D. C. 



In offering The Natural Aritlimetic for use in schools, all that is 
asked for it is a careful and tcnbiascd examhiation by those competent to 
pass judgment on an arithmetical text-book. 

It is simple, thorough, 2in6. practical. It is brief and inexpensive. 

It has been prepared to meet the pressing demands of the times. It is 
based upon a few well-known facts, not usually recognized by other authors. 

1st, That the essential principles of arithmetic are few ; that there are 
on\y four kinds of numbers in common use ; viz : first, units of whole num- 
bers, or integers ; second, units of tenths, or decimals ; third, units of vary- 
ing names, ox common fractions ; and, fourth, units of different names ex- 
pressed in combination, or denominate nimibers. 

2d, That there are oxAy four ways or methods of using each of these four 
kinds of numbers : First, the adding of all kinds of numbers ; second, the 
subtracting of all kinds of numbers ; third, the multiplying of all kinds of 
numbers ; fourth, the dividing of all kinds of numbers. 

This makes up all there is of pure arithmetic ; and, therefore, the mas- 
tery of arithmetic requires, y?rj-^, the ability to read understandingly all these 
kinds of numbers ; second, the ability to add them ; third, the ability to sub- 
tract them ; foicrth, the ability to multiply them; fifth, to divide them ; and, 
sixth, to apply them to the various demands of life. 

But to become accurate and rapid in the operations of arithmetic, every 
pupil must be taught always to bear in mind {a) the real meaning of the 
numbers to be used ; {b) that all numbers to be compared with each other 
must have the same denominate value and the same name. 

Under these conditions they can be used as simple, whole numbers ; and 
by the observance of them The Natural Arithmetic will simplify and 
shorten the study of all kinds oi- fractions , and will remcve more than half 
the difficulties in applying the principles of percentage. Every essential 
principle of arithmetic, from the idea of unity to mensuration of all common 
surfaces and solids, is embraced in about 130 pages. 

There are also sufficient illustrations for any ordinary pupil under the 
instructions of properly qualified teachers. Every teacher can readily under- 
stand and master the principles and methods, and will soon become de- 
lighted with the book. 

The results of using the book will be seen as follows : — 

1. The subject of arithmetic will be mastered in one-half ih.e time usually 
allotted to the study of it. 

2. The pupils will acquire a clearer idea of arithmetic, and a greater 
facility in applying its principles, than is usual. 



3- When the pupils have mastered the work, they will feel confident that 
they understand the essential principles of arithmetic. 

4. Not only will much time be saved in using this book, but three-fourths 
of the usual expense for books on this subject will be avoided. 

5. Any ordinary person of mature mind can master the subject of arith- 
metic, by using this book, without the aid of a teacher. 

6. Teachers who will use this book carefully will find the work of teach- 
ing arithmetic much easier and pleasanter than when using other works. 



A FEW TESTIMONIALS. 

" This book is a * Multum in Parvo; ' but contains every essentia] arithmetical principle nec- 
essary for our youth to learn; clearly demonstrated in 122 pages." — iV. V. School Journal. 

"If the man who causes two blades of grass to grow where but one grew before is a ben- 
efactor to his race, he who simplifies and shortens the road to knowledge is not less so. And 
this is what our townsman's little work does. While it is prepared especially for elementary 
schools, it really seems to contain and explain about all the arithmetical principles absolutely 
necessary in carrying on the common pursuits of life, and if it receives the recognition its 
merits deserve, it will speedily take its place among the standard text-books of the country." — 
Washington Evening Star. 

" It might well have for its legend * multum in parvo.' You have succeeded in clearly 
presenting all the essential principles of arithmetic, and their applications, within the compass 
of one small and inexpensive book. Your long experience in the school-room has enabled you 
to make many practical suggestions which will be very valuable to teachers. I am glad 
to see one text-book on arithmetic that contains no useless or worse than useless matter, and 
this feature of yours will commend it to a wide field of usefulness." — J. Ormond Wilson, 
Washingtoti, D. C. 

" 1 have looked through The Natural Arithmetic, and am prepared to commend its gen- 
eral plan. I have long been opposed to the excessive amount of time consumed in public 
schools in the study of arithmetic, and I welcome every effort to abridge that time. I believe 
this little book of 122 pages contains all the arithmetic that the ordinary common school-boy 
needs to learn ; and that in the hands of expert and earnest teachers it will be found practicable 
and useful." — Hon. John M. Gregory, late U. S. Civil Service Com'r. 

" Richards' Natural Arithmetic promises well. As soon as I have a class to which it is 
adapted I will give it a trial. The trial of the class-room is the only satisfactory test of a 
school-book. I have known Mr. Richards favorably by reputation for many years, and have 
confidence in his ability to make a good text-book." — H.A. Pratt, Principal 0/ Pratt's 
English and Classical School, Shelburtie Falls, Mass. 

"The plan of the book is much the same as I have used in the Normal School for several 
years, and has in it all that is esseiiiial for the practical arithmetician. I am glad to see this 
attempt at organizing the subject. It augurs well for the future of arithmetic teaching." — 
N. Newby, Professor of Mathematics, Indiana State Normal School. 

INTRODUCTION PRICE, 32 CENTS. 

A teacher's edition has been prepared, containing an Appendix, with 
numerous examples for practice, and more detailed explanations of methods. 
Price of Teacher's Edition, 50 cents. 



The Interstate Publishing Company, 

30 Franklin St., Boston. 183, 185, 187 Wabash Ave., Chicago. 



"We have nothing- as good and are not likely to 
have. " — The Independent. 

ARTHUR OILMAN'S 



istoni of me flnieiiGai) People ! 




A STANDARD BOOK. 



The popular approval of this work has been without par- 
allel iu the record of historical books. It is universall}' 
pronouDced the best oue-volume history of the United States 
ever published. It is scholarl}'^, complete, of the highest 
literary excellence, and delightful in style. 

We present below a few representative criticisms of this 
popular work, to which we invite the attention of all persons 
who have a voice in the selection of books for school use. 
This History is just what its name implies — a History of 
the American People, and is therefore unlike the or- 
dinary school text-book. It is this fact which has given the 
work such wide popularity. 

''It is marvellously full, and considering the long story to be told, 
crowded with fact and detail ; the graceful style, warm coloring, and 
general life-like animation of the book is a still greater marvel. Mr. 
Gilman writes with a happy pen, which never fumbles for a word, and 
has the knack of saying a thing accurately, concisely and gracefvilly. . . . 
Working very much on the general lines and methods of Mr. Green, in 
his history of the English people, he notes the progress of the arts of life, 
of literature, education and social life, and in discussing political affairs, 
brings them up to the high standard of independent liberalism." — The 
Independent. 

"It is the most attractive one-volume history of the United States 
that we have seen." — Literary World. 

" Nothing better exists as a compendium of our coiuitry's history, if in 
a compendium we desire, not figures and facts only, but the tlesh and 
blood reality of living history." — Boston Transcript. 

" The extreme care with which the facts have been collected, and the 
attention shown to the latest results of investigation and discussion even 
in minor matters, make it very valuable as a book of reference." — Berk- 
shire County Eagle. 

*' The author shows rare tact and wisdom." — Chicago Tnter-Ocearu 

*' A book of rare interest and value." — Herald and Presbyter, 



** It is a good book for out-loud reading at the home fireside." — Chi- 
cago Standard. 

" Probably the best history of the United States that has appeared in 
a single volume." — Detroit Post and Tribune. 

" Fascinating." — Cleveland Leader. 

" Thoroughly interesting." —Portland Globe. 

" The social and political history of the people of America is told with 
point and brevity, and yet with a wealth of incident and ease of style 
that ensure interest and charm to the narrative ... It is tlie most inter- 
esting compendious history that we have ever read." — Outing. 

*' By far the best history of our country ever published in one volume. 
... I say without any reserve that there is no other history of the 
United States comparable with this." — J. W. Heston, Pres't Pennsylva- 
nia State College. 

** Easy and readable style." — Boston Journal. 

" Will be read in all sections of the country with equal interest and 
esteem." — The South. 

" The author writes with entire candor in regard to the history of the 
secession movement, and yet there is nothing in his history that can 
properly give oftence to the readers in any section of the country."— The 
Capitol, Washington. 

*' In the front rank. . . . Probably the most intensely national of 
American histories." — N. Y. Star. 

" Admirably written. It has a backbone." — Boston Herald. 

** Concise, authentic, and thoroughly impartial." — Ansonia Sentinel. 

" ^yorthy of all commendation. The author is pleasing in style, 
judicious in selection of material, thorough in his investigations, impartial 
inspirit, and wins the reader's sustained attention and cordial approval." 
— Golden Rule. 

"Arthur Gilman does only good things, giving a classic touch to Avhat- 
ever he sets his pen. This volume is a marvel of chea])ness, — 064 pages 
of Mr. Gilman's best work for $1.00, with numerous illustrations, docu- 
ments, etc. The pages have a romantic halo without doing violence to 
historic accuracy, and tliere has been a judicious sifting of unimportant 
facts while retaining enough of detail to give it A^vacity. The author 
has peculiar facility in introducing the student and reader to the habits, 
customs, and every-day life of the people in every important period of 
our history." — Journal of Education. 

" The author has paid less attention to scenes of battle and suffering, 
and given prominence to the more important social phenomena which mark 
the growth of the ijeojile in the arts of civilization and enlightenment. 

The rise of slavery, its effect upon Southern life and manners, and its 
final abolition ; the Webster-Ashburton treaty, the i>urchase of Louisiana, 
the policies of the government concerning internal improvements, the 
questions connected with the admission of Missouri, Texas, and Kansas, 
tlie settlement of the Western territories, aiul the effects of the late civil 
war; these and other jtrominent toi)ics are treated in a masterly style, 
and in the treatment of them the author has evinced a just appreciation 
of what constitutes the real history of the American people. Another 
pleasing feature of the work is the prominence given to our eminent men. 
The writings of Ralph Waldo Emerson, the State i)apers of Alexander 
Hamilton, aiul the i)oems of H. AV. Longfellow have shed lustre upon 
American literature, and achieved for it a recognition among the scholars 
of the world. 

Another feature of this work, and one which commends it to all 
Americans, North and South, is the absence of sectional feeling, and the 
patriotic sentiments it breathes in favor of our common country. This 
work shovdd be in every family and school library. ' ' — Herald of Education. 



" It is not after the old stereotype plan. The old conventional stories 
are not told in the old conventional style. It is full of interesting and 
valuable matter. Incidents, often fresli and new, anecdotes, biographical 
sketches, and foot-notes add fresbness to the i)ages." — Education. 

" The work under consideration has many features which highly com- 
mend it. The language used could not be better — in fact, it is more like 
reading a letter from a friend than it is like reading a history. The typo- 
graphy is perfect, and the illustrations have a freslmess about them tbat 
is indeed pleasing. These features, combined with the passages devoted 
to the manners and customs of the past ; extracts from i)apers, letters, 
and diaries, put the reader on a familiar footing with tlie people de- 
scribed, and place the book far above the average — among tbe best of its 
kind." — Carolina Teacher. 

"Excellent." — Frederick W. Farrar, Canon of Westminster , London, 
England. 

" It is my ideal History. It is not a batch of dry historical facts, and 
yet facts are clearly expressed, but a pleasing story. It is simi)ly superb." 
— L. Tomlin, ISupt. of Schools, Parsons, Kans. 

From Dr. Henry Goodvtin, Bishop of Carlisle, England. 

Rose Castle, Carlisle, July 3, 1886. 

" The Bishop of Carlisle acknowledges witli much gratitude the re- 
ceipt of the ' History of the American People ' kindly sent to him by 
the Interstate Publishing Company. It seems to be just the book for 
which the Bishop was inquiring when lately enjoying a trip (only too 
short) in the United States." 



It not infrequently happens tbat a book written for other 
purposes is found to have an especial appropriateness for 
use in the class-room as a text-book. This seems to be the 
case with Mr. Oilman's History, and it has alread}' found 
its wa}^ into some of the best of American Schools and Col- 
leges. The reason is found in the fact that it is intensely 
American ; that the chapters are written in an entertaining 
style that does not usuallj^ characterize text-books ; that 
great prominence is given to the philosophy of our history ; 
and that it contains an appendix in which the student has 
laid before him the exact text of documents illustrating our 
Constitutional history which are not easy to find elsewhere. 

It will be noticed that there is a singular unanimity of 
opinion expressed in the above extracts. If any school is in 
need of such a book., it will be wise to examine this. A 
sample copy for examination will be mailed to any address 
on receipt of one dollar. 

The Interstate Publishing Company, 

30 Franklin St., Boston. 183, 185, 187 Wabash Ave., Chicago. 



LESSONS ON COLOR IN PRIMARY 
SCHOOLS. 

By LUCRETIA CROCKER, 

ONE OF THE SUPERVISORS OF THE BOSTON PUBLIC SCHOOLS. 

This plan for Color-Lessons was prepared for the use of teachers in the Boston Primary 
Schools, was reported at the request of the Massachusetts State Board of Education, and was 
printed in the Appendix to the Annual Report of that Board for 1882. 

After revision and enlargement, it was adopted by the Boston School Committee, and 
ordered used in all the Pritnary Schools 0/ the city. 

Price 30 cents. 

" It gives minute instructions for study and work in color and form, separately and com- 
bined, extending into the third year's work. Valuable notes and suggestions are given for the 
guidance of the teacher, to which are added a number of designs in form and color. Every 
primary teacher should have a copy of this little manual on Color-Lessons. Iti use would be 
an agreeable change to the monotony of other studies." — School News. 

"A very valuable little book, and should be brought into general use in our schools." — 
Home and School. 

" Its arrangement and suggestions are excellent, and constitute a timely help in a direction 
that may profitably be pursued in primary schools to a greater e.xtent than at present." — 
School Journal. 

" A work of real value. It has only to be seen to be appreciated. We commend it most 
cordially." — Daily Press. 

" Miss Crocker shows her eminent qualifications for her work in elementary schools by this 
valuable manual. Each year's work is mapped out in detail, and important practical sugges- 
tions are given which will guide teachers in this department of their work." — JournaJ 0/ 
Education. 



COLOR AND FORM. 

A systematic and carefully-graded series of Colored Cards, in a great variety 

of forms and colors, for a three years' course of instruction in 

graded schools. Designed to accompany the author's 

" Lessons on Color in Primary Schools. " 

By LUCRETIA CROCKER, 

ONE OF THE SUPERVISORS OF THE BOSTON PUBLIC SCHOOLS. 

A sample set for first year, with terms for full supply, will be sent foi 
wenty-five cents. 



THE INTERSTATE PUBLISHING COMPANY. 

CHICAGO AND BOSTON. 



S881 T 031 



